Linking practice and theory : A case study of mathematical discourse between a mathematics teacher educator and a primary classroom teacher

Journal article

Downton, Ann, Muir, Tracey and Livy, Sharyn. (2018). Linking practice and theory : A case study of mathematical discourse between a mathematics teacher educator and a primary classroom teacher. Mathematics Teacher Education and Development. 20(3), pp. 102-118.
AuthorsDownton, Ann, Muir, Tracey and Livy, Sharyn
Abstract

In recent years there has been growing concern as to how to bridge the gap between the theory pre-service teachers engage with as part of their learning in their tertiary classrooms and the profession. To enable pre-service teachers to make stronger connections with the profession, a mathematics teacher educator worked collaboratively with a practicing teacher by co-teaching two cohorts of pre-service teachers studying primary mathematics education. As well as providing benefits to the pre-service teachers, the project allowed the mathematics teacher educator to reflect upon her own practice and the impact of the co-teaching experiences and learning. In this paper we present two snapshots of this experience and a framework that was used to identify how the co-teachers helped the pre-service teachers to make connections between theory and practice, when engaged in mathematical discourse.

Keywordspreservice teachers; co-teaching; mathematical discourse; primary; theory and practice
Year2018
JournalMathematics Teacher Education and Development
Journal citation20 (3), pp. 102-118
PublisherMathematics Education Research Group of Australasia
ISSN1442-3901
Web address (URL)https://mted.merga.net.au/index.php/mted/article/view/471
Open accessOpen access
Page range102-118
FunderMonash University
Publisher's version
License
All rights reserved
File Access Level
Open
Output statusPublished
Publication dates
Online03 Nov 2018
Publication process dates
Deposited27 Nov 2023
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