Abstract
We illustrate our approach to using mathematical tasks with prospective teachers to promote complex thought about what it means to do and learn mathematics. Prospective teachers are enculturated into ways of thinking about teaching mathematics which persist, by and large, when they are in school. We offer tasks organised to challenge their instant responses, and support the development of habits of probing mathematical meaning as the starting point for thinking about teaching.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
In these descriptions of episodes the word ‘I’ refers to the one of us who was teaching at the time.
- 2.
The book from which this comes is a set text for the course.
References
Furlong, J., Barton, L., Miles, S., Whiting, C., & Whitty, G. (2000). Teacher education in transition: Re-forming professionalism? Buckingham: Open University Press.
Gray, E., & Tall, D. (1994). Duality, ambiguity, and flexibility: A proceptual view of simple arithmetic. Journal for Research in Mathematics Education, 25(2), 116–140.
Griffin, P., & Gates, P. (1989). Project mathematics update: PM753A preparing to teach angle. Milton Keynes: Open University.
Küchemann, D. E. (1981). Algebra. In K. M. Hart (Ed.), Children’s understanding of mathematics: 11–16 (pp. 102–119). London: John Murray.
Mason, J. (2002). Mathematics teaching practice: A guide for university and college lecturers. Chichester: Horwood Publishing.
McIntyre, D., Hagger, H., & Burn, K. (1994). The management of student teachers’ learning. London: Kogan Page.
Thompson, P. W., Carlson, M. P., & Silverman, J. (2007). The design of tasks in support of teachers’ development of coherent mathematical meanings. Journal of Mathematics Teacher Education, 10(4–6), 415–432.
Watson, A., & Mason, J. (2007). Taken-as-shared: A review of common assumptions about mathematical tasks in teacher education. Journal of Mathematics Teacher Education, 10(4–6), 205–215.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2011 Springer US
About this chapter
Cite this chapter
Watson, A., Bills, L. (2011). Working Mathematically on Teaching Mathematics: Preparing Graduates to Teach Secondary Mathematics. In: Zaslavsky, O., Sullivan, P. (eds) Constructing Knowledge for Teaching Secondary Mathematics. Mathematics Teacher Education, vol 6. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09812-8_6
Download citation
DOI: https://doi.org/10.1007/978-0-387-09812-8_6
Published:
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-09811-1
Online ISBN: 978-0-387-09812-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)