期刊名称：International Journal on Emerging Mathematics Education
印刷版ISSN：2549-4996
电子版ISSN：2548-5806
出版年度：2019
卷号：3
期号：1
页码：57-68
DOI：10.12928/ijeme.v3i1.11314
语种：English
出版社：Universitas Ahmad Dahlan
摘要：The aim of this study is to investigate prospective elementary teachers’ (PsETs) mathematical and didactical knowledge of comparing decimals. Thirty-two fourth-year PsETs from an elementary school teacher education study program in Indonesia participated in this study. Each PsET is asked to solve a mathematical task of comparing decimals presented in the hypothetical teacher task (HTT), and then the PsETs use their mathematical knowledge to build their didactical knowledge collectively (pairs). Their mathematical and didactic knowledge is analyzed based on the anthropological theory of the didactic, especially praxeology. The findings indicate that PsETs have various techniques to solve the comparing decimal task, but some of them find it difficult to explain those techniques.
