Abstract
This paper reports a study designed to explore prospective teachers' learning to teach mathematics in the complex context of a university-based curriculum and instruction course. The course, taught with a focus on inquiry, used prospective teachers' weekly interactions with students as springboards for investigations of mathematics, teaching, and learning. A framework of questioning, listening, and responding is used to analyze prospective teachers' understandings and the tensions they experienced. The difficulties and tensions prospective teachers face in turn pose challenges and tensions for teacher educators.
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Nicol, C. Learning to Teach Mathematics: Questioning, Listening, and Responding. Educational Studies in Mathematics 37, 45–66 (1998). https://doi.org/10.1023/A:1003451423219
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DOI: https://doi.org/10.1023/A:1003451423219