A priori analysis as a part of teachers’ lesson planning
Vol. 4 No. 2 (2013), Research Reports
Vol. 4 No. 2 (2013)

A priori analysis as a part of teachers’ lesson planning

Research Reports
https://doi.org/10.14712/18047106.70
Published 2020-12-20
  • Hana Nováková
Hana Nováková
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How to Cite

Nováková, H. (2020). A priori analysis as a part of teachers’ lesson planning. Scientia in Educatione, 4(2), 20–51. https://doi.org/10.14712/18047106.70
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Abstract

The paper focuses on a research in the domain of didactical engineering as defined and described in the Theory of Didactical Situations. The research enquires into a priori analysis of didactical situations and its relationship to the process of lesson planning by primary and secondary in-service and pre-service mathematics teachers. The paper describes an experiment designed and carried out with the aim of pinpointing and giving account of the possible causes of differences between a priori analysis and teachers’ lesson plans. It also shows and explains differences between primary, secondary and pre-service mathematics teachers.
https://doi.org/10.14712/18047106.70
PDF (Čeština)

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