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Reflecting to learn mathematics: supporting pre-service teachers’ pedagogical content knowledge with reflection on writing prompts in mathematics education.
- Source :
- Reflective Practice; Dec2013, Vol. 14 Issue 6, p787-800, 14p
- Publication Year :
- 2013
-
Abstract
- The use of and reflection on writing prompts in mathematics education can allow pre-service teachers to enhance their own mathematical knowledge and broaden their understanding of students’ learning needs. In this paper, we share results from a study with secondary pre-service mathematics teachers who were asked to respond to writing prompts related to various mathematical concepts, reflect on their responses, and then give the same prompts to a group of college algebra students. Our analysis of the data shows that the prompts helped the pre-service teachers to reflect on their role as learners, student thinking and needs and classroom practices. We relate these findings to a framework for looking at pedagogical content knowledge and discuss the usefulness of writing prompts with pre-service mathematics teachers for expanding such knowledge. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 14623943
- Volume :
- 14
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- Reflective Practice
- Publication Type :
- Academic Journal
- Accession number :
- 91674531
- Full Text :
- https://doi.org/10.1080/14623943.2013.836082