---
_id: '56016'
abstract:
- lang: eng
  text: <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>
article_type: original
author:
- first_name: Max
  full_name: Hoffmann, Max
  id: '32202'
  last_name: Hoffmann
  orcid: 0000-0002-6964-7123
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
citation:
  ama: Hoffmann M, Biehler R. Using academic mathematical knowledge when working on
    interface tasks–analyses of pre-service teachers’ arguments about rotationally
    symmetric figures. <i>ZDM – Mathematics Education</i>. Published online 2024.
    doi:<a href="https://doi.org/10.1007/s11858-024-01633-4">10.1007/s11858-024-01633-4</a>
  apa: Hoffmann, M., &#38; Biehler, R. (2024). Using academic mathematical knowledge
    when working on interface tasks–analyses of pre-service teachers’ arguments about
    rotationally symmetric figures. <i>ZDM – Mathematics Education</i>. <a href="https://doi.org/10.1007/s11858-024-01633-4">https://doi.org/10.1007/s11858-024-01633-4</a>
  bibtex: '@article{Hoffmann_Biehler_2024, title={Using academic mathematical knowledge
    when working on interface tasks–analyses of pre-service teachers’ arguments about
    rotationally symmetric figures}, DOI={<a href="https://doi.org/10.1007/s11858-024-01633-4">10.1007/s11858-024-01633-4</a>},
    journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
    Media LLC}, author={Hoffmann, Max and Biehler, Rolf}, year={2024} }'
  chicago: Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge
    When Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about
    Rotationally Symmetric Figures.” <i>ZDM – Mathematics Education</i>, 2024. <a
    href="https://doi.org/10.1007/s11858-024-01633-4">https://doi.org/10.1007/s11858-024-01633-4</a>.
  ieee: 'M. Hoffmann and R. Biehler, “Using academic mathematical knowledge when working
    on interface tasks–analyses of pre-service teachers’ arguments about rotationally
    symmetric figures,” <i>ZDM – Mathematics Education</i>, 2024, doi: <a href="https://doi.org/10.1007/s11858-024-01633-4">10.1007/s11858-024-01633-4</a>.'
  mla: Hoffmann, Max, and Rolf Biehler. “Using Academic Mathematical Knowledge When
    Working on Interface Tasks–Analyses of Pre-Service Teachers’ Arguments about Rotationally
    Symmetric Figures.” <i>ZDM – Mathematics Education</i>, Springer Science and Business
    Media LLC, 2024, doi:<a href="https://doi.org/10.1007/s11858-024-01633-4">10.1007/s11858-024-01633-4</a>.
  short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2024).
date_created: 2024-09-04T09:32:26Z
date_updated: 2024-09-04T09:33:45Z
department:
- _id: '97'
- _id: '643'
doi: 10.1007/s11858-024-01633-4
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://link.springer.com/content/pdf/10.1007/s11858-024-01633-4.pdf
oa: '1'
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: Using academic mathematical knowledge when working on interface tasks–analyses
  of pre-service teachers’ arguments about rotationally symmetric figures
type: journal_article
user_id: '32202'
year: '2024'
...