The Professional Education And Development Of Prospective Teachers Of Mathematics

Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

“…At the time of commencing this study, there were no similar longitudinal studies found within Australian research. Anthony, et al (2012) in their review of prospective teachers of mathematics identified that there are many small-scale studies that report on pre-service teachers' MCK and coursework experiences. A longitudinal study designed to investigate the development of Australian pre-service teachers' MCK during practicum teaching will contribute to our understanding of pre-service teachers' development of different categories of their MCK during teacher education.…”

We need to make up for the gap: University student teachers’ difficulties associated with basic algebraic manipulations

“…Prospective teachers' limited understanding of mathematical concepts and procedures is extensively documented in various previous research studies (Ryan & Williams, 2011;Anthony et al 2012;Tunç & Durmuş, 2012;Askew, Bowie & Venkat, 2019). The absence of preservice mathematics teachers' mathematical content knowledge absence has been described in terms of conceptual flaws that students make, mistakes in mathematics conventions as well as inappropriate computation and application of mathematical procedures (Amador et al 2017;Putra & Winsløw, 2018).…”

Developing an Understanding of what Constitutes Mathematics Teacher Educator PCK: A Case Study of a Collaboration between two Teacher Educators

“…They also felt reassured about their own practice and less isolated as teachers, because they were able to recognise that they shared similar teaching challenges as their colleagues. Anthony, Beswick, and Ell (2012), document a small number of studies that have contributed to the scant research into the role of the MTE. While it is relatively common to find examples in the literature of teacher educators working with practicing teachers to reflect upon and enhance classroom practices (e.g., Geiger & Goos, 2006;Geiger, Muir & Lamb, 2015;Muir & Beswick, 2007), or examples of teacher educators conducting self-studies of their own practice (e.g., Smith, 2006;Brandenburg, 2008Brandenburg, , 2009, the actual role of the teacher educator in mathematics education has been largely unexplored.…”