---
res:
  bibo_abstract:
  - <jats:title>Abstract</jats:title><jats:p>Special tasks for pre-service teachers
    (PSTs) in university mathematics courses (“interface tasks”) are a common innovation
    in recent years to overcome the second discontinuity. By this, we mean tasks that
    are situated by typical everyday challenges of mathematics teaching and in which
    PSTs must use their mathematical knowledge and skills in a professionally relevant
    way. In this paper, we analyze answers that PSTs have created to an interface
    task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical
    perspective and then give a suitable elementarized answer. We situate these two
    steps theoretically and reconstruct the mathematical reasoning in PSTs' answers.
    Through qualitative content analysis, we examined how PSTs justify figures' symmetries
    from a university mathematics perspective and when responding to the fictitious
    student. The scenario of a student questioning the existence of 100° rotationally
    symmetrical figures elicited rich and varied responses, proving suitable for an
    interface task. We compared PSTs' reasoning related to mathematical clarification
    with the reasoning related to elementarization. In many cases, this revealed a
    productive use of course content. An interesting result is that there is no uniform
    picture as to whether the arguments are more detailed in the mathematical clarification
    or in the elementarization.</jats:p>@eng
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Max
      foaf_name: Hoffmann, Max
      foaf_surname: Hoffmann
      foaf_workInfoHomepage: http://www.librecat.org/personId=32202
    orcid: 0000-0002-6964-7123
  - foaf_Person:
      foaf_givenName: Rolf
      foaf_name: Biehler, Rolf
      foaf_surname: Biehler
      foaf_workInfoHomepage: http://www.librecat.org/personId=16274
  bibo_doi: 10.1007/s11858-024-01633-4
  dct_date: 2024^xs_gYear
  dct_isPartOf:
  - http://id.crossref.org/issn/1863-9690
  - http://id.crossref.org/issn/1863-9704
  dct_language: eng
  dct_publisher: Springer Science and Business Media LLC@
  dct_title: Using academic mathematical knowledge when working on interface tasks–analyses
    of pre-service teachers’ arguments about rotationally symmetric figures@
...