Abstract
The work of mathematics teacher educators (MTE) is far from understood. In this study, we explore the nature of knowledge drawn upon MTEs as they connect pre-service teachers’ content learning to the practice of teaching mathematics to children. Using data from a two-year project focused on the professional development of university-based teacher educators, we illustrate MTEs’ work of teaching pre-service elementary teachers mathematics. In doing so, we identified three MTE practices of connecting to teaching practice, including MTEs supporting pre-service teachers in making sense of and remedying children’s errors, MTEs modeling for pre-service teachers how to modify a mathematical task appropriate to children’s current level of understanding, and MTEs engaging pre-service teachers to consider children’s common conceptions. The nature of knowledge MTEs draw upon in their teaching practices is discussed.
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Notes
- 1.
All participants’ names are pseudonyms.
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Li, W., Castro Superfine, A. (2018). Understanding the Work of Mathematics Teacher Educators from a Knowledge of Practice Perspective. In: Stylianides, G., Hino, K. (eds) Research Advances in the Mathematical Education of Pre-service Elementary Teachers. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-68342-3_19
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