THE RELATION BETWEEN PROFESSIONAL KNOWLEDGE AND TEACHING PERFORMANCE: HOW PRE-SERVICE TEACHERS TEACH INVERSE FUNCTIONS

Albu C, Lindmeier A (2025)

Publication Type: Conference contribution

Publication year: 2025

Publisher: Psychology of Mathematics Education (PME)

Book Volume: 1

Pages Range: 19-26

Conference Proceedings Title: Proceedings of the International Group for the Psychology of Mathematics Education

Event location: Santiago CL

Abstract

Most models of teachers’ professional competence consider professional knowledge a key disposition for teachers’ performance. However, cognitive theories suggest that transforming (declarative) knowledge into usable knowledge (that can be applied in instruction) is highly complex. Processes of how subject-specific knowledge is applied in teaching are so far seldom investigated. This study uses role-play-based teaching simulations to examine how pre-service teachers (N = 14) apply their professional knowledge in instructional demands when introducing the concept of the inverse function. The results show major inconsistencies between knowledge, lesson planning, and actual classroom implementation. We discuss these and address implications for the operationalization of professional competence.

Authors with CRIS profile

Carina Albu Chair of Mathematics Education Research Anke Lindmeier Chair of Mathematics Education Research

How to cite

APA:

Albu, C., & Lindmeier, A. (2025). THE RELATION BETWEEN PROFESSIONAL KNOWLEDGE AND TEACHING PERFORMANCE: HOW PRE-SERVICE TEACHERS TEACH INVERSE FUNCTIONS. In Claudia Cornejo, Felmer Felmer, David M. Gómez, Pablo Dartnell, Paulina Araya, Armando Peri, Valeria Randolph (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education (pp. 19-26). Santiago, CL: Psychology of Mathematics Education (PME).

MLA:

Albu, Carina, and Anke Lindmeier. "THE RELATION BETWEEN PROFESSIONAL KNOWLEDGE AND TEACHING PERFORMANCE: HOW PRE-SERVICE TEACHERS TEACH INVERSE FUNCTIONS." Proceedings of the 48th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2025, Santiago Ed. Claudia Cornejo, Felmer Felmer, David M. Gómez, Pablo Dartnell, Paulina Araya, Armando Peri, Valeria Randolph, Psychology of Mathematics Education (PME), 2025. 19-26.

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