Examining the Mathematical Knowledge for Teaching Involved in Pre-service Teachers’ Reflections
Format of Original
Teaching and Teacher Education
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.
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.