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Publisher Copyright: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Curriculum integration has recently stirred growing interest in educational discourses. New Finnish core curricula for basic education and for general upper secondary schools encourage and even obligate schools to integrate the curriculum. Integration has been deemed to be important, as the boundaries between school subjects have remained unnecessarily rigid. Integration is needed to construct a coherent structure for educational knowledge allowing for the study of broad-ranging topics crossing the subject boundaries. This paper is a piece of quantitative research based on a questionnaire completed by Finnish student teachers (N = 243) studying to teach a range of subjects in secondary schools (age groups 13–18). The questionnaire explored student teachers’ readiness to generate integrative topics between subjects. Variables such as teaching experience or expertise in several subjects did not correlate with the readiness and the subject matter was found to be the main correlating variable. The results outlined in this paper indicate that subject specific differences exist in the potentiality of subjects to be integrated.

The design of inquiry-based tasks and problem situations for daily mathematics teaching is still a challenge. In this article, we study the implementation of two tasks as part of didactic scenarios for inquiry-based mathematics teaching, examining teachers’ classroom orchestration supported by these scenarios. The context of the study is the Erasmus+ project MERIA – Mathematics Education: Relevant, Interesting and Applicable, which aims to encourage learning activities that are meaningful and inspiring for students by promoting the reinvention of target mathematical concepts. As innovative teaching materials for mathematics education in secondary schools, MERIA scenarios cover specific curriculum topics and were created based on two well-founded theories in mathematics education: realistic mathematics education and the theory of didactical situations. With the common name Conflict Lines (Conflict Lines – Introduction and Conflict Set – Parabola), the scenarios aim to support students’ inquiry about sets in the plane that are equidistant from given geometrical figures: a perpendicular bisector as a line equidistant from two points, and a parabola as a curve equidistant from a point and a line. We examine the results from field trials in the classroom regarding students’ formulation and validation of the new knowledge, and we describe the rich situations teachers may face that encourage them to proceed by building on students’ work. This is a crucial and creative moment for the teacher, creating opportunities and moving between students’ discoveries and the intended target knowledge.

Johannesburg : Austrian Federal Ministry of Education, Science and Research (BMBWF) 2021, 134 S., The teaching manual defines entrepreneurship education as the ability to develop and implement ideas, that have value for others based on societal challenges or opportunities. The concept was developed for rural South African schools and uses school gardens ('entrepreneurship learning gardens') as a medium of learning and instruction. Starting from the perspective of the garden, learners inquire and develop ideas. Based on Sen's capability approach challenges and opportunities are defined as 'unfreedoms'. The aim of entrepreneurial value creation is the expansion of human freedoms. The manual offers learning projects ('challenges') for primary and secondary schools as well as vocational schools. Additional learning outcomes focus on healthy nutrition and food security, gardening as a vocational skill as well as personal development. (Authors)

We discuss the interest and difficulties of research methods when using the Internet as a research field and infrastructure. Our article presents an approach to investigating this particular use of the Internet that has been tested in the field of didactics to reflect on the challenges and pitfalls that the researcher may face. The anthropological theory of the didactic (ATD) was used as a theoretical framework to study the inquires carried out in two doctoral researches based on an approach involving the collection of data and materials on the Internet. The conditions, constraints and points of vigilance when conducting an Internet based inquiry are then discussed. (DIPF/Orig.), Wir diskutieren das Interesse und die Schwierigkeiten der Forschungsmethoden bei der Nutzung des Internets als Forschungsgebiet und -infrastruktur. Der Untersuchungsansatz im Internet wird im Bereich der Didaktik getestet, um die Herausforderungen und Fallstricke zu identifizieren, mit denen der Forscher konfrontiert werden kann. Die anthropologische Theorie der Didaktik (ATD) wurde als theoretischer Rahmen verwendet, um die Untersuchungen fu��r zwei Doktorarbeiten zu analysieren, die auf der Grundlage von im Internet gesammelten Daten durchgefu��hrt wurde. (DIPF/Orig.)

The article discusses the theoretical concept of a "global mindset“, its relevance and possible practical application within the area of music education. The focus is on music teacher training at universities. As a psychological construct, the "global mindset“ contains qualities such as an open attitude, an awareness of diversity, or the acceptance of uncertainty. Two university-based learning settings that foster the development of these qualities are presented: The first setting are music workshops in a juvenile detention center in Wuppertal, Germany, that were led by university students of music education. The second setting is a music education seminar called "Democratic Choir Practice“ that took place at the University of Cologne, Germany. In both settings, the seminar leaders and participants deliberately cultivated the specific knowledge and mental skills that are needed to develop a "global mindset.“ (DIPF/Orig.)

In der vorliegenden Studie wird untersucht, wie sprachbezogene Merkmale von Lehramtsstudierenden und in universit��ren Lerngelegenheiten von ihnen genutzte Studieninhalte mit ihrem Wissenserwerb zusammenh��ngen. Es wurden das deutschdidaktische Wissen von N = 320 angehenden Lehrkr��ften mit Fach Deutsch und das erziehungswissenschaftliche Wissen von N = 1698 angehenden Lehrkr��ften aller Unterrichtsf��cher getestet. Die multivariaten Zusammenh��nge wurden mit zwei analog spezifizierten Strukturgleichungsmodellen ��berpr��ft, die in beiden Wissensbereichen ca. 30 % der Varianz aufkl��rten. Hypothesenkonform zeigte sich in beiden Wissensbereichen ein moderater negativer Effekt einer nichtdeutschen Familiensprache und ein kleiner positiver Effekt der Fremdsprachenkenntnisse. Eine Wechselwirkungshypothese beider Sprachvariablen wurde nur f��r das erziehungswissenschaftliche Wissen durch die Daten gest��tzt. Weiterhin ergab sich ein Zusammenhang der studentischen Nutzungsangaben mit dem Wissenserwerb von kleiner (Deutschdidaktik) oder mittlerer Effektst��rke (Erziehungswissenschaft). Die Befunde werden vor dem Hintergrund eines Angebots-Nutzungs-Modells diskutiert. Sie deuten unter anderem eine gro��e Vielfalt unterschiedlicher Sprachen bei den angehenden Lehrkr��ften mit nichtdeutscher Familiensprache an. (DIPF/Orig.), The present study examines how language-related characteristics of student teachers and the content areas they use in learning opportunities at university relate to their knowledge acquisition. The pedagogical content knowledge of N = 320 prospective German teachers and the general pedagogical knowledge of N = 1698 prospective teachers of all subjects were tested. We analyzed the multivariate correlations with two analogously specified structural equation models, which explained about 30 % of the variance in both knowledge domains. In accordance with our hypotheses, both knowledge domains showed a moderate negative effect of a non-German family language and a small positive effect of foreign language skills. An interaction hypothesis of both language variables was only supported by the data for general pedagogical knowledge. Furthermore, the usage of content areas in learning opportunities was related to knowledge acquisition with small (pedagogical content knowledge) or medium effect size (general pedagogical knowledge). The findings are discussed against the background of an opportunity-usage model. Amongst others, they indicate a large variety of different languages among prospective teachers with non-German family language. (DIPF/Orig.)

Tertium comparationis 26 (2020) 2, S. 187-202, Global Citizenship Education (GCE) from an allegedly bottom-up approach - as presented in the vignettes in this issue - is viewed in this commentary through the lens of what these texts tell researchers about the transmission of (G)CE at the bottom, i.e. in the classroom, which is at the core of the German language tradition of Didaktik. My comments strive to show, firstly, that GCE by necessity comes 'under construction' as a result of any curriculum planning and didactics, including the co-constructive agency of teacher and students. While this may sound rather trivial (even though seldom empirically researched), it is suggested in this context that the 'didactics discourse' spans various global and local levels; it is enacted over different macro-, meso- and micro-steps each containing some relative autonomy, starting from the top world level to the bottom of each singular classroom. Secondly, it is posited that the (auto-)ethnographic vignettes not only contain the anticipated observations and narratives of GCE practices at the bottom, but also include what I have termed 'upward reasoning from bottom to top'. There are numerous traces of such upward reasoning in the vignettes, some of which will be highlighted as illustrations. They show how each individual and very specific classroom teaching is connected to many intentions before, above and beyond the mere practice. It is this which makes the vignettes attractive for further research and at the same time relevant for teacher education. (DIPF/Orig.)

Tertium comparationis 26 (2020) 2, S. 203-214, This paper reflects on the compilation of vignettes of Global Citizenship Education (GCE) in a variety of contexts. The analysis is framed by Critical Everyday Theory (CET), employing the concepts of estrangement, alienation and novelty to extend and develop these contributions. A consideration of what is new in these pieces for GCE, and how they address power coupled with the value of ethnographic research is examined. (DIPF/Orig.)

Research on cognitive obstacles related to fraction sense in preservice mathematics teachers is significant, because their success depends on their skills. The acquisition of fraction sense is a complicated problem requiring a strategy to solve it. This study presents cognitive obstacles with fraction sense tests in preservice who will teach in secondary schools. It focuses on the following categories of cognitive obstacles: epistemological (language representation, tendency to generalise and rely on intuition) and didactic (less meaningful learning, and strategy). This paper takes a qualitative descriptive approach to examine 20 preservice mathematics teachers. The preservice teachers who encountered cognitive obstacles related to fraction sense testing were then grouped based on the similarity of their answers, and seven of them were selected to be interviewed. The research findings showed that five preservice teachers had overlapping obstacles: language representation and tendency to generalise; tendency to generalise and less meaningful learning; language representation, tendency to rely on intuition and trial and error strategy in; language representation and trial and error; and language representation and tendency to rely on intuition.

Sprouting Entrepreneurs was originally developed for disadvantaged rural schools in the Eastern Cape province, South Africa. The project was recently extented to urban/rural schools in Gauteng province and beyond. It centres around the concept of the school-based Entrepreneurship Learning Garden. Learners plan their garden creatively, plant, overcome challenges, harvest, market and sell an edible product together. They tackle key areas of entrepreneurship education, defined as spotting opportunities and turning ideas into action through which financial, social, cultural, civic and ecological value is created. Additional learning outcomes focus on healthy nutrition and food security, gardening as a vocational skill and personal development. Sprouting Entrepreneurs combines the Entrecomp framework with the capability approach and emphasises a focus on non-financial value creation in entrepreneurship education. (Authors)

Tertium comparationis 26 (2020) 2, S. 223-227, The editors refer back to the quotation from Parmenter (2011, p. 378) that opens the introduction of this special issue, noting the potential of an emic approach to 'give a voice' to more participants in the education process, whether as educators, policymakers, parents, or students. This concluding paper brings the dialogic format full circle with the editors' own reflections on the diverse analyses and observations that have come together in this special issue. Of particular interest, and following on from the objectives set out in the introduction, is how the commentaries relate to each other and how they position themselves in relation to the purpose of sparking new debates on global citizenship education from an emic perspective. (DIPF/Orig.)

Tertium comparationis 26 (2020) 2, S. 215-222, The author begins by addressing the conceptual complexities surrounding the field of GCE, with its hegemonic and critical aspects, and the various forms in which it has been designed and implemented in education over the past decade. Engaging with the vignettes in this special issue and drawing on her own personal experience as a migrant in different countries, the author explores the aspects of belonging, mobility, and context, and the significance of the opportunities and limitations of these in the act of education. Ultimately, she shows, GCE must remain an open-ended and authentic exploration of context. (DIPF/Orig.)

Content knowledge (CK) and pedagogical content knowledge (PCK) are considered key aspects of teacher competence. Although teacher education and training programs across disciplines focus on the development of CK and PCK, there is little evidence of whether teachers trained in two subjects benefit from reciprocal effects between knowledge in these subjects. To approach this question, the authors investigated the correlation between the CK and PCK in mathematics and economics of N = 96 pre- and in-service teachers trained in both subjects. The authors found a substantial correlation between CK and PCK within a subject and between corresponding knowledge components across subjects, with CK in mathematics related also to PCK in economics. They found that although teachers' professional knowledge structure mirrored domains, CK in mathematics could be useful for teaching economics. (DIPF/Orig.), Fachwissen (CK) und fachdidaktisches Wissen (PCK) gelten als wichtige Bestandteile professioneller Kompetenz von Lehrkr��ften. Hinsichtlich der Ausbildung in zwei Schulf��chern ist bislang jedoch wenig erforscht, inwieweit der Wissenserwerb in einem Fach durch die Ausbildung in einem weiteren Schulfach beeinflusst wird. In dieser Studie werden Zusammenh��nge zwischen CK und PCK der F��cher Mathematik und Wirtschaftswissenschaften bei N = 96 angehenden und praktizierenden Sekundarstufen-Lehrkr��ften mit dieser F��cherkombination untersucht. Die Ergebnisse zeigen substantielle Zusammenh��nge zwischen CK und PCK innerhalb der F��cher und zwischen den professionellen Wissenskonstrukten ��ber die F��cher hinweg, wobei CK in Mathematik auch mit PCK in Wirtschaftswissenschaften zusammenh��ngt. Obwohl die Wissensbasis einer Lehrkraft eine Strukturierung nach F��chern abbildet, k��nnte CK in Mathematik f��r das Unterrichten von Wirtschaftswissenschaften f��rderlich sein. (DIPF/Orig.)

Redox-Flow-Batteries are currently being studied for the storage of wind and solar energy, especially the use of organic compounds as redox systems. With this communication we demonstrate, that these systems can be successfully used at school and in higher education. The focus is put upon the use of compounds found in bark and peat as well as humic acids. (DIPF/Orig.), Derzeit werden Redox-Flow-Batterien zur Speicherung von Wind- und Sonnenenergie untersucht, insbesondere die Nutzung organischer Verbindungen als Redoxsysteme. In diesem Artikel wird gezeigt, dass diese Systeme erfolgreich in der Schule und im Hochschulbereich eingesetzt werden können. Der Fokus liegt auf der Nutzung von Rinden- und Torfverbindungen sowie Huminsäuren.

This article contributes to current debates on progressive, knowledge-based approaches to the curriculum by addressing the question of what it is that students are entitled to learn in school mathematics. From the outset it recognizes progressive arguments that teaching should be reconnected with the emancipatory ambitions of education. In doing so, it takes the notion of powerful knowledge as a starting point, based on what knowledge school students have the right to have access to. In turn, it considers this as a question of epistemic quality. This is elaborated as a concept by drawing on outcomes from a recent study arising from the Developing Mathematical Thinking in the Primary Classroom (DMTPC) project. This concept is founded on the analysis of a distinction between mathematical fallibilism, based on a heuristic view of mathematics as a human activity, and mathematical fundamentalism, which reflects an authoritarian view of the subject as being infallible, absolutist and irrefutable. The relation between powerful knowledge and epistemic quality is considered further by framing it within a sociological theory of knowledge. This helps to highlight a further distinction between knowing that and knowing how, which is used to illustrate examples of high and low epistemic quality in school mathematics. The first example of high epistemic quality is drawn from the DMTPC project. The second example is of low epistemic quality and comes from the highly promoted Core Knowledge Foundation that has recently been imported into English schools from the USA. Finally, the article considers the role of teachers as curriculum makers at the classroom level where curriculum and pedagogy effectively merge. In conclusion, the implications for both policy and practice are considered, in particular proposals are made in relation to the role and place of subject didactics in teaching and teacher education.

CEPS Journal 2 (2012) 1, S. 125-145, The core of theory-driven chemistry education consists of the constant shift between the different representational domains of chemical thinking: the macroscopic, the sub-microscopic, and the symbolic domains. Because the sub-microscopic domain can neither be seen nor directly visualised, it requires specific forms of visualisation, i.e. pictures and animations illustrating the model-based level of discrete particles, atoms, or molecular structures. This paper considers the central role visualisations play when learning about the model-based, sub-microscopic level, but it also reflects the dangers inherent in employing insufficiently examined, poorly considered, or even misleading visualisations. This is outlined using different examples taken from both textbooks for lower secondary chemistry education (for students aged 10 to 15) and from the internet. Implications for structuring and using sub-micro visualisations in chemistry education are also given. (DIPF/Orig.)

Master i skolerettet utdanningsvitenskap This thesis investigates teachers’ and students’ experience of multilingualism, taking into account the role of the mother tongue in learning English as a third language. A further aspiration of the study is an investigation of how linguistic diversity in the EFL classroom influences teaching practices. This thesis is centered on the perspectives of the newly arrived multilingual students who receive adapted language education in an introductory school for intensive Norwegian language learning. The theoretical framework in this thesis draws on multilingualism, cross-linguistic influence in multilingual settings and metalinguistic awareness in third language acquisition. It also takes also into consideration teachers’ language awareness. In the Norwegian context, concepts such as ‘linguistic and cultural diversity’ have become one of the current issues in Norwegian educational discourse. Nowadays, multilingual students make up an increasing number of learners in primary and secondary education. The educational authorities in Norway promote multilingualism and provide all students with an English curriculum which aims to foster further language learning by making use of learners’ mother tongues in language learning. Qualitative research design was applied in this thesis. The interviews were conducted with both teachers from the introductory and two mainstream schools and with the newly arrived students. The outcomes of this research study are three main findings. The first one is that the mother tongue was of the essence for the newly arrived multilingual students and served as a reference point in their learning English and Norwegian. The second finding indicates that the language educators from the introductory school provided differentiated instruction that could exploit the students’ linguistic backgrounds. The students’ mother tongues were seen as a resource in learning English as a third language. When it comes to the mainstream schools, attention was not paid to the multilingual students’ backgrounds. Despite the fact that the teachers from the mainstream schools acknowledged the benefits of multilingualism, they did not make use of the multilingual students’ mother tongues, and the Norwegian language had a dominating role in their English classes. Finally, the third finding indicates that all language educators did not receive knowledge about multilingual pedagogy in the course of their education. Some of the teachers did not feel competent enough to provide English instruction in a highly diverse classroom, and some claimed that the teacher training program should include multilingual pedagogy as a part of teacher education.

In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.

The School of Cultures, Languages and Area Studies at the University of Nottingham hosted the fifth annual conference in the "Innovative Language Teaching at University" series. Under the heading "Enhancing participation and collaboration" the conference, organised by Cecilia Goria, Oranna Speicher, and Sascha Stollhans, took place on 19 June 2015, and was attended by over 120 linguists, language teachers and language acquisition researchers from all over the world. This edited volume contains 15 selected short papers based on presentations from the conference as well as Dr Jan Hardman’s keynote address and a foreword by Prof. Zoltán Dörnyei. (DIPF/Orig.)

The School of Cultures, Languages and Area Studies at the University of Nottingham hosted the fifth annual conference in the "Innovative Language Teaching at University" series. Under the heading "Enhancing participation and collaboration" the conference, organised by Cecilia Goria, Oranna Speicher, and Sascha Stollhans, took place on 19 June 2015, and was attended by over 120 linguists, language teachers and language acquisition researchers from all over the world. This edited volume contains 15 selected short papers based on presentations from the conference as well as Dr Jan Hardman’s keynote address and a foreword by Prof. Zoltán Dörnyei. (DIPF/Orig.)

Der Absentiv ist eine grammatische Struktur bestehend aus finitem sein und Infinitiv eines Handlungsverbs, die impliziert, dass der Subjektreferent zum Zeitpunkt der Äußerung von einem gewissen Ausgangsort abwesend ist bzw. für eine Interaktion nicht zur Verfügung steht. In der linguistischen Forschung findet der Absentiv bisher wenig Berücksichtigung, besonders im Kontext des Deutschen als Fremdsprache wurde er nahezu gänzlich übersehen. Ausgehend von einer kurzen grammatischen Beschreibung des Absentivs, beleuchtet dieser Beitrag die Rolle der Konstruktion in der Praxis des DaF-Unterrichts mittels einer Lehrwerkanalyse und Fragebogenaktion und plädiert für eine Vermittlung der Struktur. Vorschläge für eine solche Vermittlung, insbesondere im Rahmen des Focus-on-Form-Ansatzes bilden den Schluss des Beitrags. (DIPF/Orig.)

Can we be confident that extensively validated tests for teachers on their professional knowledge actually measure what matters for effective teaching? This study investigated the relations between physics teachers’ domain-specific professional knowledge, students’ cognitive activation – as a measure for the quality of instruction in each of the teachers’ classrooms – and the achievement of their students using multi-level analysis. Neither teachers’ content knowledge (CK) nor their pedagogical content knowledge (PCK) correlated significantly with their support of students’ cognitive activation in the classroom; nor did their professional knowledge explain any variance of student learning gains. While these results have to be interpreted carefully for various reasons, they question in particular the validity of the PCK test, which is dealing with content accepted in the community, but normatively set. Moreover, the findings of this study emphasize the importance of connecting professional knowledge to classroom and student variables in order to prove that what tests measure matters for effective teaching. (DIPF/Orig.) Kann man davon ausgehen, dass aufwendig validierte Professionswissenstests Wissen messen, das auch wirklich relevant für effektives Unterrichten ist? In dieser Studie werden Zusammenhänge zwischen Fachwissen (CK) und fachdidaktischem Wissen (PCK) von Physiklehrkräften, der kognitiven Aktivierung der Lernenden (als Maß für die Qualität des Unterrichts der Lehrkräfte) und der Leistung der von ihnen unterrichteten Schülerinnen und Schüler in einer Mehrebenenanalyse untersucht. CK und PCK der Lehrkräfte korrelierte weder signifikant mit der kognitiven Aktivierung, noch erklärte es Varianz in den Schülerleistungszuwächsen. Obwohl diese Ergebnisse vorsichtig interpretiert werden müssen, stellen sie insbesondere die Validität des PCK-Tests in Frage, der auf in der Forschung breit akzeptierten, aber normativ gesetzten Wissens facetten basiert. Darüber hinaus unterstreichen die Befunde, wie wichtig es ist, Bezüge zwischen Professionswissen, Unterricht und Schülervariablen herzustellen, um die Relevanz des gemessenen Wissens nachzuweisen. (DIPF/Orig.)

Schweizerische Zeitschrift für Bildungswissenschaften 37 (2015) 3, S. 462-479, Can we be confident that extensively validated tests for teachers on their professional knowledge actually measure what matters for effective teaching? This study investigated the relations between physics teachers’ domain-specific professional knowledge, students’ cognitive activation – as a measure for the quality of instruction in each of the teachers’ classrooms – and the achievement of their students using multi-level analysis. Neither teachers’ content knowledge (CK) nor their pedagogical content knowledge (PCK) correlated significantly with their support of students’ cognitive activation in the classroom; nor did their professional knowledge explain any variance of student learning gains. While these results have to be interpreted carefully for various reasons, they question in particular the validity of the PCK test, which is dealing with content accepted in the community, but normatively set. Moreover, the findings of this study emphasize the importance of connecting professional knowledge to classroom and student variables in order to prove that what tests measure matters for effective teaching. (DIPF/Orig.), Kann man davon ausgehen, dass aufwendig validierte Professionswissenstests Wissen messen, das auch wirklich relevant für effektives Unterrichten ist? In dieser Studie werden Zusammenhänge zwischen Fachwissen (CK) und fachdidaktischem Wissen (PCK) von Physiklehrkräften, der kognitiven Aktivierung der Lernenden (als Maß für die Qualität des Unterrichts der Lehrkräfte) und der Leistung der von ihnen unterrichteten Schülerinnen und Schüler in einer Mehrebenenanalyse untersucht. CK und PCK der Lehrkräfte korrelierte weder signifikant mit der kognitiven Aktivierung, noch erklärte es Varianz in den Schülerleistungszuwächsen. Obwohl diese Ergebnisse vorsichtig interpretiert werden müssen, stellen sie insbesondere die Validität des PCK-Tests in Frage, der auf in der Forschung breit akzeptierten, aber normativ gesetzten Wissens facetten basiert. Darüber hinaus unterstreichen die Befunde, wie wichtig es ist, Bezüge zwischen Professionswissen, Unterricht und Schülervariablen herzustellen, um die Relevanz des gemessenen Wissens nachzuweisen. (DIPF/Orig.)

In the history of the modern school systems in Europe, the development of the didactiques des disciplines (subject didactics) originates in 1) the building of “disciplines” (school subjects) as social organisations aimed at producing and diffusing knowledge and 2) the empowerment of the secondary school teachers through professional associations (Schneuwly, 2011). Subject didactics were thus born as practices of teaching a given discipline and attempts of theorising such practices. Against this background, mass schooling reforms in the 60's -70's in France and their unexpected side effects have prompted a significant turn for the “didactiques des disciplines" (Caillot, 2007; Ligozat & Leutenegger, 2012). They became descriptive and explicative research fields about the irreducible role of the knowledge content in teaching and learning. In this turn, research in didactics of mathematics played an important role in theorising 1) the knowledge transposition inherent to the didactical institutions (Chevallard, 1985/1991; Chevallard & Bosch 2014) and 2) the didactical contract as a framework for understanding the teacher and the students' reciprocal expectations about the content (Brousseau, 1997). In the French-speaking countries, subject didactics went on growing according to the school subjects frames. This paper positions the “didactique comparée” (comparative didactics) as a reconstructive move drawing on certain conceptual frameworks developed in the subject didactics and against the background of socio-cultural approaches of knowledge construction and learning. One major development is the reconceptualization of teaching and learning as a joint action of the teacher and the students in the meaning-making process (Sensevy & Mercier (Ed.), 2007; Ligozat & Schubauer-Leoni, 2010; Sensevy, 2012). We argue that this framework provides a better understanding of the ternary relation [teacher - student(s) – content], across the various forms of institutional contexts in which teaching and learning is purposively organised and across the frontiers of the school subjects. Brousseau, G. (1997). Theory of Didactical Situations in Mathematics: Didactique Des Mathématiques, 1970-1990. Dordrecht [etc.]: Kluwer Academic Publ. Caillot, M. (2007). The Building of a New Academic Field: the case of French didactiques. European Educational Research Journal, 6(2), 125‑130. Chevallard, Y. (1985). La transposition didactique: du savoir savant au savoir enseigné (3rd Ed.). Grenoble: La Pensée Sauvage. Chevallard, Y., & Bosch, M. (2014). Didactic Transposition in Mathematics Education. In S. Lerman (éd.), Encyclopedia of Mathematics Education (p. 170‑174). Springer Netherlands. Consulté à l'adresse http://link.springer.com/referenceworkentry/10.1007/978-94-007-4978-8_48 Ligozat, F., & Schubauer-Leoni, M. L. (2010). The Joint Action Theory in Didactics: Why Do We Need It in the Case of Teaching and Learning Mathematics? In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Éd.), Proceedings of the 6th. Congress of the European society for Research in Mathematics Education (p. 1615–1624). Lyon: INRP. Consulté à l'adresse http://www.inrp.fr/editions/editions-electroniques/cerme6/ Ligozat, F., & Leutenegger, F. (2012). Vergleichende Didaktik: Geschichte, Instrumente und Heraufsforderungen aus einer frankophonen Perspektive [Comparative didactics: history, conceptual tools, and development from a French-speaking standpoint]. Pädagogische Rundschau, 66(Heft 6), 751‑771. Schneuwly, B. (2011). Subject Didactics: An Academic Field Related to the Teacher Profession and Teacher Education. In B. Hudson & M. A. Meyer (Éd.), Beyond fragmentation: Didactics, Learning and Teaching in Europe (p. 275‑286). Opladen & Farmington Hills MI: Barbara Budrich Publishers. Sensevy, G. (2012). About the Joint Action Theory in Didactics. Zeitschrift Für Erziehungswissenschaft, 15(3), 503-516. Sensevy, G., & Mercier, A. (Éd.). (2007). Agir Ensemble: L'action didactique conjointe du professeur et des élèves. Rennes: Presses Universitaires de Rennes.

CEPS Journal 4 (2014) 2, S. 105-120, In the international literature, increasing numbers of articles and books are published about teaching and learning, with the brain in mind. For a long time, I have been sceptical about this question. However, seeing many unresolved issues in the teaching and learning of mathematics, I slowly started to study the relevant literature and have attempted to implement some ideas in my teaching. In this article, I will report on my experience with a selected mathematical problem in mathematics lessons and group study sessions; I will demonstrate how I modified the problem, based on my experience with the students, and I will reflect on my studies of brain-based mathematics teaching and learning. (DIPF/Orig.)

2013, [10] S.

Rønning, Frode; Diesen, Rolf; Hoveid, Halvor; Pareliussen, Ingar [Hrsg.]: FoU i praksis 2011. Rapport fra konferanse om praksisrettet FoU i lærerutdanning. Trondheim : Tapir Akademisk Forlag 2012, S. 275-285, This paper reports on teachers’ experiences from and their evaluation of a teacher professional development event arranged in connection with the European PRIMAS project. Inquiry-based learning (IBL) and analysis of ‘appropriate’ mathematics and science tasks were the focus of this professional development programme, as these are said to increase students’ interest of and attainment levels in mathematics and science education. The data are anchored in observations and feedback/evaluations from a two-day session with a selected group of teachers, where the focus was on mathematics and science task analysis, in order to develop an awareness and knowledge of characteristics of mathematics and science tasks. Results show that during the event teachers developed a deeper understanding of task characteristics, of constraints and affordances of particular IBL tasks; and they reasoned more critically with respect to particular features and selected tasks more carefully. This, it is argued, lies at the heart of productive professional development and the enhancement of teacher knowledge in and for teaching. (DIPF/Orig.)