Authors: Nils Frederik Buchholtz
Publish Date: 2017/03/13
Volume: 49, Issue: 2, Pages: 249-264
Abstract
This paper reports on a longitudinal mixed methods evaluation study on the acquisition and development of mathematical pedagogical content knowledge MPCK of future teachers at several German universities The study is a German supplementary study to the international comparative TEDSM 2008 study Besides the pedagogical content knowledge that was longitudinally surveyed using instruments relating to TEDSM 2008 the study examined additionally in qualitatively oriented interviews what individual perceptions the future teachers have of courses on mathematics education In the data nine different systematic perceptions could be identified that could be assigned to four different dimensions of courses on mathematics education Through the integration of the different results the relationship between knowledge acquisition and perceptions is described as exemplified by the cases of two future teachers Hereby the future teachers’ explanations provide an interpretive background for the development of their MPCK
Keywords: