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ERIC Number: EJ1085903
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1442-3901
Designing Approximations of Practice and Conceptualising Responsive and Practice-Focused Secondary Mathematics Teacher Education
Campbell, Matthew P.; Elliott, Rebekah
Mathematics Teacher Education and Development, v17 n2 p146-164 2015
Opportunities for teacher candidates to investigate and enact the work of teaching in settings of reduced complexity--what are called "approximations of practice"--offer a promising path toward preparing more ambitious and equitable mathematics teachers. However, these approaches face the risk of not preparing individuals to continue ambitious and equitable practice within the socially- and culturally-defined work they are called to do in schools. In this paper, we discuss findings from ongoing design-based research in secondary mathematics teacher education around considerations for approximations of practice that are more "responsive" to school settings. We discuss analyses of methods courses and concurrent student teaching placements. Two main design considerations have emerged around the way in which approximations of practice are tied to the content and goals of school classrooms and how they specify and explicate the structure and complexity of teaching practice. From these findings, we propose future design and research opportunities.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A