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ERIC Number: EJ1173356
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1442-3901
Examining the Impact of a Framework to Support Prospective Secondary Teachers' Transition from 'Doer' to 'Teacher' of Mathematics
Lee, Hea-Jin; Özgün-Koca, S. Asli; Meagher, Michael; Edwards, Michael Todd
Mathematics Teacher Education and Development, v20 n1 p112-131 2018
A transition from "doer" to "teacher" for prospective teachers requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher heuristic (MATH) model. The study investigated the impact of MATH on the development of teacher candidates' mathematical knowledge for teaching (MKT) and their pedagogical knowledge. Twenty-two preservice secondary mathematics teachers enrolled in a methods course participated in the study. Findings of the study showed that teacher candidates' MKT was engaged as a result of analysis of the student work. While some teacher candidates based subsequent instructional planning work on what they noticed in the student work, others had gaps between what they noticed and their further planning. Teacher candidates' work samples with noticing and noticing with gaps are shared in the results section.
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