{"title":"实施专业导向作为克服克莱因第二不连续的设计原则——职前教师在几何课程背景下对界面活动的看法","authors":"Max Hoffmann, Rolf Biehler","doi":"10.1007/s11858-023-01505-3","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":51441,"journal":{"name":"Zdm-Mathematics Education","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course\",\"authors\":\"Max Hoffmann, Rolf Biehler\",\"doi\":\"10.1007/s11858-023-01505-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":51441,\"journal\":{\"name\":\"Zdm-Mathematics Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2023-06-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zdm-Mathematics Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11858-023-01505-3\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zdm-Mathematics Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11858-023-01505-3","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course
期刊介绍:
ZDM – Mathematics Education is one of the oldest mathematics education research journals. The papers appearing in the seven themed issues per year are strictly by invitation only followed by internal peer review by the guest-editors and external review by invited experts. The journal exists to survey, discuss and extend current research-based and theoretical perspectives as well as to create a forum for critical analyses of issues within mathematics education. The audience is pre-dominantly mathematics education researchers around the world interested in current developments in the field.