Abstract
This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice.
| Original language | English |
|---|---|
| Pages (from-to) | 129-148 |
| Number of pages | 20 |
| Journal | Journal of Mathematics Teacher Education |
| Volume | 17 |
| Issue number | 2 |
| Publication status | Published - Apr 2014 |
Keywords
- mathematics for teaching
- teacher education
- deep subject knowledge
- secondary
- subject matter knowledge
- pedagogic content knowledge