Mathematical knowledge for teaching teachers: knowledge used and developed by mathematics teacher educators in learning to teach via problem solving

Joanna O Masingila, Dana Olanoff, Patrick M. Kimani

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

In this study, we report on what types of mathematical knowledge for teaching teachers (MKTT) mathematics teacher educators (MTEs) use and develop when they work together and reflect on their teaching in a Community of Practice while helping prospective primary teachers (PTs) generate their own mathematical knowledge for teaching in learning mathematics via problem solving. Two novice MTEs worked with an experienced MTE and reflected on the process of learning to teach via problem solving and supporting PTs in developing deep understandings of foundational mathematical ideas. Taking a position of inquiry as stance, we examined our experiences teaching mathematics content courses for PTs via problem solving. We found that all of the MTEs used and developed some MKTT through (a) understanding and deciding on the mathematical goals of both the individual lessons and the two-course sequence as a whole, (b) choosing and facilitating tasks, and (c) using questions to scaffold PTs learning and engage them in mathematical processes such as making conjectures, justifying their reasoning, and proving or disproving conjectures.

Original languageEnglish (US)
Pages (from-to)1-22
Number of pages22
JournalJournal of Mathematics Teacher Education
DOIs
StateAccepted/In press - Oct 27 2017

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Teacher Knowledge
mathematics
educator
Teaching
teacher
learning
Mathematics Teaching
Scaffold
Reasoning
Learning
Knowledge

Keywords

  • Community of practice
  • Elementary mathematics teachers
  • Inquiry as stance
  • Mathematical knowledge for teaching
  • Mathematical knowledge for teaching teachers
  • Primary mathematics teachers
  • Teaching via problem solving

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

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