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CERME15_Da_Ronch_Gandit_Mili 2026-09-16.pdf
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Developing an analytical tool for investigating knowledge in a Research Situation for Teacher Education

Formation et professionnalisation

  • 2026
Submitted to:
  • Submitted for the 15th Congress of the European Society for Research in Mathematics Education (CERME15). - 2026
Research situation for teacher education
Pre-service teacher education
Mathematical and didactic knowledge
Research methods in mathematics education
English Research Situations for Teacher Education (RSiTEs) are designed around a discrete mathematics problem to engage prospective teachers in proof-related activity involving not only mathematical knowledge but also didactic and professional knowledge. This article presents the development and subsequent testing of a coding scheme aimed at identifying these forms of situational knowledge in session transcripts. The scheme was applied to two sessions of a RSiTE devoted to mathematical proof. The results show a low level of disagreement regarding segmentation (WD≈2.07%) and an almost perfect level of inter-coder agreement for the categorization of sequences across coder pairs (\kappa_1\approx0.88 et \kappa_2\approx0.94). The findings also highlight the presence of categories associated with these different forms of knowledge. Overall, the results support the relevance of the proposed model and pave the way for more fine-grained qualitative analyses.
Conférence
15th Congress of the European Society for Research in Mathematics Education (CERME15)
Language
  • English
Classification
Education, teaching
License
CC BY-NC
Persistent URL
https://fredi.hepvs.ch/hepvs/documents/336732
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