Paper presented at the annual meeting of the American Educational Research Association, San Diego, April 13-17.
This paper discusses an ongoing research project involving instructional design for mathematics teaching and teacher education. The project consists of an experimental graduate-level course for pre-service teachers. Central to the design of this course are “paradigmatic didactical–mathematical problematic situations” (hence pdmps). Pdmps are unique activities that serve as contexts for inquiry into mathematics and its didactics.