Use of learning trajectories to examine pre-service teachers' mathematics knowledge for teaching area and perimeter : emerging issues
Date
2013
Authors
Butterfield, B.
Forrester, T.
McCallum, F.
Chinnappan, M.
Editors
Steinle, V.
Ball, L.
Bardini, C.
Ball, L.
Bardini, C.
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference paper
Citation
MERGA36-2013 : mathematics education : yesterday, today and tomorrow. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, 2013 / Steinle, V., Ball, L., Bardini, C. (ed./s), pp.122-129
Statement of Responsibility
Conference Name
36th annual conference of the Mathematics Education Research Group of Australasia (7 Jul 2013 - 11 Jul 2013 : Melbourne, Australia)
Abstract
A current concern is student learning outcomes and these are largely a function of teachers' knowledge and their practice. This position paper is premised on the notion that certain knowledge is required for the teaching of mathematics. An exploration of literature demonstrates that such professional knowledge development can be supported by Learning Trajectories (LT). We propose to use LT as theoretical lens to examine pre-service teachers' Content and Pedagogical Content knowledge and advance a research design.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2013 Mathematics Education Research Group of Australasia