TY - JOUR

T1 - Mathematical knowledge for teaching teachers

T2 - knowledge used and developed by mathematics teacher educators in learning to teach via problem solving

AU - Masingila, Joanna O.

AU - Olanoff, Dana

AU - Kimani, Patrick M.

N1 - Publisher Copyright:
© 2017, Springer Science+Business Media B.V.

PY - 2018/10

Y1 - 2018/10

N2 - 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.

AB - 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.

KW - Community of practice

KW - Elementary mathematics teachers

KW - Inquiry as stance

KW - Mathematical knowledge for teaching

KW - Mathematical knowledge for teaching teachers

KW - Primary mathematics teachers

KW - Teaching via problem solving

UR - http://www.scopus.com/inward/record.url?scp=85032475547&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85032475547&partnerID=8YFLogxK

U2 - 10.1007/s10857-017-9389-8

DO - 10.1007/s10857-017-9389-8

M3 - Article

AN - SCOPUS:85032475547

SN - 1386-4416

VL - 21

SP - 429

EP - 450

JO - Journal of Mathematics Teacher Education

JF - Journal of Mathematics Teacher Education

IS - 5

ER -