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 | | Considering the mathematics teaching and learning process, we can find two different (even if intimately related) kinds of praxeologies: mathematical ones, corresponding to the “disciplinary knowledge” that is taught, and didactical ones, corresponding to the “pedagogical knowledge” used by teachers to perform their practice. |
 | | To develop viable didactical organisations for mathematics teacher education, a merge of the didactic divide to create an organisation (praxeology) for educational knowledge in mathematics (EKM) would give a diagram where the two columns of DK and PK in figure 1 would be replaced by only one of EKM, with no horizontal divide. |
 | | One of the major goals for research in mathematics education is seen to be, by this perspective, the development of a body of educational knowledge in mathematics, to make teacher education an institution able to work in line with the professional competence paradigm for what it means to be a mathematics teacher in school. |
| stwww.weizmann.ac.il /G-math/ICMI/_bergsten_c__ICMI15_prop.doc (2218 words) |
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