Linking theory and practice: a case study of a co-teaching situation between a mathematics teacher educator and a primary classroom teacher

Ann Downton, Tracey Muir, Sharyn Livy

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In recent years there has been growing concern as to how to bridge the gap between the theory pre-service teachers engage with as part of their learning in their tertiary classrooms and the profession. To enable pre-service teachers to make stronger connections with the profession, a mathematics teacher educator worked collaboratively with a practicing teacher by co-teaching one cohort of pre-service teachers studying primary mathematics education. In this paper, we present two snapshots of the co-teaching experience and a framework that was used to describe how the co-teaching partnership helped the pre-service teachers to elicit mathematical thinking make connections between theory and practice, when engaged in mathematical discourse.
Original languageEnglish
Pages (from-to)102-118
Number of pages17
JournalMathematics Teacher Education and Development
Issue number3
Publication statusPublished - 2018


  • preservice teachers
  • co-teaching
  • mathematical discourse
  • primary
  • theory and practice

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