This study explores the transition from studying abstract algebra to teaching high school algebra in the context of an abstract algebra course designed for pre-service teachers. It addresses the question of how teachers develop mathematical knowledge for teaching using a case study approach. This research provides an empirical understanding of the role of mathematical content courses in teacher education programs. A preliminary finding highlights the importance of mathematical practices in the development of mathematical knowledge for teaching. By beginning to establish a research base on how teachers develop mathematical knowledge for teaching at the secondary level, teacher educators can begin to systematically and strategically incorporate these learning opportunities into teacher preparation programs.
|Original language||English (US)|
|Number of pages||4|
|State||Published - 2012|
- mathematical knoweldge for teaching
- post-secondary education
- teacher education-preservice
- teacher knowledge