Factors that assist pre-service teachers to develop mathematical content knowledge during practicum experiences

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    Abstract

    Teachers` mathematical content knowledge (MCK) is crucial and determines how they will teach. Identifying factors that develop pre-service teachers` (PSTs) MCK will assist them to extend their knowledge for teaching. This paper reports on factors that assisted two PSTs to develop MCK during coursework and practicum experiences, but also highlights limitations of the learning experiences intended to extend MCK. The results indicate that factors such as learner and teacher identity, sustained engagement and quality of teaching experiences should be considered when designing improvements to PSTs` practicum experiences.
    Original languageEnglish
    Title of host publicationProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39)
    EditorsKim Beswick, Tracey Muir, Jill Wells
    Place of PublicationPraha Czech Republic
    PublisherInternational Group for the Psychology of Mathematics Education
    Pages201 - 208
    Number of pages8
    Volume3
    Publication statusPublished - 2015
    EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2015 - Hobart, Australia
    Duration: 13 Jul 201518 Jul 2015
    Conference number: 39th

    Conference

    ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2015
    Abbreviated titlePME 2015
    Country/TerritoryAustralia
    CityHobart
    Period13/07/1518/07/15

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