Subject-Matter Didactics

Hefendehl-Hebeker, Lisa; Hofe, Rudolf vom; Büchter, Andreas; Humenberger, Hans; Schulz, Axel; Wartha, Sebastian

doi:10.1007/978-3-030-11069-7_2

Cited by 12 publications

(3 citation statements)

References 42 publications

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“…Various literature in education has demonstrated how knowledge of mathematics and sciences held by people is deeply rooted in culture (Bang & Medin, 2010 ; Boaler, 1994 ; Glasson et al, 2010 ; McKinley, 2005 ; Medin & Bang, 2014 ; Ruef et al, 2020 ) and called for the development of a situated theory of scientific epistemology (Sandoval, 2014 ). Even in complete abstraction, mathematics requires the construction and selection of representations by people, with affordances and constraints for communication between people (Hefendehl-Hebeker et al, 2019 ; Hershkowitz et al, 2001 ). These researchers took the epistemological position that knowledge generated within the disciplines of science and mathematics is not divorced from culture, but rather is profoundly tied to it.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions

Shultz

Nissen²,

et al. 2022

IJ STEM Ed

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Background The growing understanding of the oppressive inequities that exist in postsecondary education has led to an increasing need for culturally relevant pedagogy. Researchers have found evidence that beliefs about the nature of knowledge predict pedagogical practices. Culturally relevant pedagogy supports students in ways that leverage students’ own cultures through three tenets: academic success, cultural competence, and sociopolitical consciousness. If STEM practitioners believe that their disciplines are culture-free, they may not enact culturally relevant pedagogy in their courses. We investigated how and in what forms 40 faculty from mathematics, physics, chemistry, and biology departments at Hispanic-Serving Institutions enacted culturally relevant pedagogy. We used the framework of practical rationality to understand how epistemological beliefs about the nature of their discipline combined with their institutional context impacted instructors’ decision to enact practices aligning with the three tenets of culturally relevant pedagogy. Results In total, 35 instructors reported using practices that aligned with the academic success tenet, nine instructors with the cultural competence tenet, and one instructor with the sociopolitical consciousness tenet. Instructors expressed and even lauded their disciplines’ separation from culture while simultaneously expressing instructional decisions that aligned with culturally relevant pedagogy. Though never asked directly, six instructors made statements reflecting a “culture-free” belief about knowledge in their discipline such as “To me, mathematics has no color.” Five of those instructors also described altering their teaching in ways that aligned with the academic success tenet. The framework of practical rationality helped explain how the instructors’ individual obligation (to the needs of individual students) and interpersonal obligation (to the social environment of the classroom) played a role in those decisions. Conclusions Instructors’ ability to express two contradictory views may indicate that professional development does not have to change an instructor’s epistemological beliefs about their discipline to convince them of the value of enacting culturally relevant pedagogy. We propose departmental changes that could enable instructors to decide to cultivate students’ cultural competence and sociopolitical consciousness. Our findings highlight the need for future research investigating the impacts of culturally relevant pedagogical content knowledge on students’ experiences.

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Section: Literature Reviewmentioning

confidence: 99%

The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions

Shultz

Nissen²,

et al. 2022

IJ STEM Ed

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“…In didactics of mathematics, the term BMM is used for both normative and descriptive work (vom Hofe et al 2005;Hefendehl-Hebeker et al 2019). Normative refers to which BMMs students should ideally have, and descriptive refers to which BMMs they actually have in practice.…”

Section: Normative and Individual Basic Mental Modelsmentioning

confidence: 99%

Basic mental models of integrals: theoretical conception, development of a test instrument, and first results

Greefrath

Oldenburg

Siller

et al. 2020

ZDM Mathematics Education

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A basic mental model (BMM—in German ‘Grundvorstellung’) of a mathematical concept is a content-related interpretation that gives meaning to this concept. This paper defines normative and individual BMMs and concretizes them using the integral as an example. Four BMMs are developed about the concept of definite integral, sometimes used in specific teaching approaches: the BMMs of area, reconstruction, average, and accumulation. Based on theoretical work, in this paper we ask how these BMMs could be identified empirically. A test instrument was developed, piloted, validated and applied with 428 students in first-year mathematics courses. The test results show that the four normative BMMs of the integral can be detected and separated empirically. Moreover, the results allow a comparison of the existing individual BMMs and the requested normative BMMs. Consequences for future developments are discussed.

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“…Students can think mathematically in the learning process with support from the teacher, not a refusal, in promoting the representations/models they perform (Meira, 2002;Hefendehl-Hebeker, et al, 2019). The situation requires to be made as if students only have a focus on aspects of developing knowledge.…”

Section: Introductionmentioning

confidence: 99%

Prospective teachers’ thinking through realistic mathematics education based emergent modeling in fractions

Afriansyah

Turmudi

2022

jel

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The unconsciousness of a teacher in obtaining knowledge due to students can be known if the teacher was notified when he was a student. A student has an essential role in learning, and the teacher is responsible for supporting smooth learning. Students' problem-solving processes need to be found because each student's reasoning and ideas in solving problems are different. This study focuses on students' thinking processes using realistic mathematics education based on emergent modeling. In this study, the researcher is the teacher, and the student is the prospective teacher. The prospective teacher involved were students of the Institut Pendidikan Indonesia mathematics study program. Prospective teachers were selected as research subjects for as many as 74 people (11 males and 63 females) consisting of 3 classes. The research method uses descriptive qualitative. As learning activities progress, students get a kind of model that seems as solutions to solving problems given by the teacher. Various kinds of models emerged from various student ideas and ended with a mutually agreed for a model for. Through this study, a teacher can learn about student models in the learning process.

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Subject-Matter Didactics

Cited by 12 publications

References 42 publications

The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions

The role of epistemological beliefs in STEM faculty’s decisions to use culturally relevant pedagogy at Hispanic-Serving Institutions

Basic mental models of integrals: theoretical conception, development of a test instrument, and first results

Prospective teachers’ thinking through realistic mathematics education based emergent modeling in fractions

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