Study and Research Paths on Differential Calculus in Teacher Education

This paper presents an analysis of inquiries in the form of unfinalized study and research paths conducted by 14 student teachers enrolled in a teacher education programme for Grades 8–13. The inquiries concerned the contents of differential calculus taught in Grades 11 and 12 in upper secondary school in Norway. The research question addresses issues related to operating in the paradigm of questioning the world. It is shown how the phenomenon of naturalization of knowledge is an obstacle to student teachers’ questioning the knowledge to be taught. Further, a graphic device to display the path of an inquiry is introduced.