University Of Tasmania
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Developing pre-service teachers’ knowledge for teaching in the early years: Selecting and sequencing

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journal contribution
posted on 2023-05-19, 14:49 authored by Livy, S, Downton, A, Tracey MuirTracey Muir
Developing pre-service teachers’ (PSTs’) knowledge of pedagogical practices can be particularly challenging within university classrooms. Teacher educators are well placed to provide PSTs with theoretical perspectives on pedagogical practices; what is particularly challenging, however, is linking theory with practice and developing PSTs’ breadth and depth of knowledge in mathematical concepts. In this article, we describe the experiences undertaken by two cohorts of PSTs during their tutorials designed to assist them to notice and discuss Year 2 students’ responses to an array task. Open-coding was used to analyse PSTs’ selection and sequencing of five different work samples. Findings indicated that while the authentic work samples assisted the PSTs to make connections with the students’ mathematical understandings, the lesson also provided an insight into the PSTs’ own foundation knowledge of mathematical understandings relating to children’s development of multiplicative thinking.

History

Publication title

Mathematics Teacher Education and Development (Online)

Volume

19

Pagination

17-35

ISSN

2203-1499

Department/School

Faculty of Education

Publisher

Mathematics Education Research Group of Australasia

Place of publication

Australia

Rights statement

© 2017 Mathematics Education Research Group of Australasia

Repository Status

  • Open

Socio-economic Objectives

Other education and training not elsewhere classified