Connecting mathematical knowledge with engagement in mathematics teaching practices

Timothy Boerst (1) , Meghan Shaughnessy (1)

1 Department of Mathematics - University of Michigan

Research suggests that mathematical knowledge is likely to influence how mathematics is taught. In turn, how mathematics is taught impacts students’ opportunities to learn mathematics. We report on a study examining the connection between preservice teachers’ mathematical knowledge and the nature of their eliciting and interpreting of student thinking. Our findings suggest that preservice teachers elicit and interpret student thinking with more emphasis on student understanding in situations in which they have strong mathematical knowledge of an algorithm used by the student compared to situations in which they have weaker mathematical knowledge about the algorithm used.

Mots clés: Teacher education-preservice; instructional activities and practices

Domaines: Mathématiques [math]; Education

Timothy Boerst, Meghan Shaughnessy. Connecting mathematical knowledge with engagement in mathematics teaching practices. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02422425⟩