Professional Development Models for Whole Number Arithmetic in Primary Mathematics Teacher Education: A Cross-Cultural Overview

Abstract

Il ne s'agit pas là de philosophie comparée, par mise en parallèle des conceptions; mais d'un dialogue philosophique, où chaque pensée, à la rencontre de l'autre, s'interroge sur son impensé ('This is not about comparative philosophy, about paralleling different conceptions, but about a philosophical dialogue in which every thought, when coming towards the other, questions itself about its own unthought' (Jullien 2006, p. vi)) 他山之石,可以攻玉 (tā shān zhī shí, kěyǐ gōng yù) ('The stone from another mountain can be used to polish one's own jade' (Xiao Ya, Shijing: He Ming, 1000 A. C.)

Monitoring of Methodical Competence of Mathematics Teachers’ Indicators and Levels in the Conditions of the Partnership of Pedagogical University and School

“…Analysis of scientific sources devoted to the diagnosis of mathematics teachers' methodological competence (Hoth, 2017;Hoth, 2016;Ingvarson. 2013), and the development of systems of pedagogical universities and secondary schools collaboration (Buchholtz, 2018;Thurm, 2020;Daemen, 2020;Jackson, 2018;Martin, 2015;Novotná, 2018), allowed to distinguish the main structural components of the formation of mathematics teachers' methodological competence in partnership between pedagogical university and school. They are motivational, communicative, actional, and reflexive.…”