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Abstrakt

Denne artikkelen drøfter aspekter ved undervisningskunnskap i matematikk.
Drøftingen gjøres på bakgrunn av en analyse av en undervisningssekvens på
grunnskolens tredje trinn. Dette knyttes i artikkelen til forskning på læreres
kunnskaper og deres handlingsberedskap som variabler for undervisningen.
Som teoretisk rammeverk og analyseverktøy har vi brukt The Knowledge
Quartet og Mathematical Knowledge for Teaching. Vi finner at disse rammeverkene
utfyller hverandre, og vi diskuterer hvordan lærerens undervisningskunnskap
får betydning for hvilke valg hun foretar. Til slutt drøfter vi hvordan
analyser av undervisningssekvenser kan brukes i den nye grunnskolelærerutdanningen.

Referanser

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