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
CountryAustralia
CityHobart
Period13/07/1518/07/15

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