This contribution presents some recent advances in our use of Habermas' construct of rationality in pre-service teacher education. The construct of rationality is adapted and made suitable to describe different forms of rationality in different mathematical domains; such a description is shown to be efficient to guide the planning and implementation of teacher education tasks. Furthermore, the construct of rationality may be progressively acquired by prospective teachers as a theoretical tool for their a priori analysis of classroom tasks and for the analysis of student' productions. As such, the construct of rationality may work as a tool both for teacher educators (guiding their design of a teacher education sequence) and for teachers (when they perform the Cultural Analysis of the Content to be taught--CAC).
Perspective on the use of the Habermas' construct in teacher education: task design for the cultural analysis of the content to be taught
BOERO, PAOLO;GUALA, ELDA;MORSELLI, FRANCESCA
2014-01-01
Abstract
This contribution presents some recent advances in our use of Habermas' construct of rationality in pre-service teacher education. The construct of rationality is adapted and made suitable to describe different forms of rationality in different mathematical domains; such a description is shown to be efficient to guide the planning and implementation of teacher education tasks. Furthermore, the construct of rationality may be progressively acquired by prospective teachers as a theoretical tool for their a priori analysis of classroom tasks and for the analysis of student' productions. As such, the construct of rationality may work as a tool both for teacher educators (guiding their design of a teacher education sequence) and for teachers (when they perform the Cultural Analysis of the Content to be taught--CAC).
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