Examining the Mathematical Knowledge for Teaching Involved in Pre-service Teachers’ Reflections

Authors

Leigh A. van den Kieboom, Marquette UniversityFollow

Document Type

Article

Language

eng

Format of Original

11 p.

Publication Date

10-2013

Publisher

Elsevier

Source Publication

Teaching and Teacher Education

Source ISSN

0742-051X

Abstract

This study examines the mathematical knowledge for teaching involved in 24 pre-service teachers' reflections on teaching the meaning of fractions to a small group of students in an elementary mathematics field experience. Excerpts from journals are used to describe the aspects of mathematical knowledge for teaching pre-service teachers include and emphasize in the content of their reflections. The article illuminates how mathematical knowledge for teaching assists pre-service teachers in analytically reflecting on multiple aspects of teaching and learning, thus making reflection more productive. Implications for teacher education are discussed.

Comments

Accepted version. Teaching and Teacher Education, Vol. 35 (October 2013): 146-156. DOI. © 2013 Elsevier. Used with permission.

Recommended Citation

van den Kieboom, Leigh A., "Examining the Mathematical Knowledge for Teaching Involved in Pre-service Teachers’ Reflections" (2013). College of Education Faculty Research and Publications. 317.
https://epublications.marquette.edu/edu_fac/317