Is mathematical pedagogy in scope?
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Do we want to consider questions about how to teach mathematics in scope, or do we want to restrict questions to actually doing mathematics?
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A lot of didactics is quite mathematical, but a lot is also far from it.
Stuff like different ways of understanding division or Janvier-table of transformations between different representations of functions would, to me, feel at home, while something like TPACK-model of teacher knowledge or gender differences in mathematics classrooms feel less so.
I would be positive to the didactical stuff that actually has mathematical content in it.
I am skeptical towards the more sociological or pedagogical content, which might be about mathematics, but not really mathematical.
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