PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
A framework for examining prospective teachers’ use of mathematical knowledge for teaching in mathematics courses
Page: 765
This theoretical report addresses the challenge and promise of improving prospective secondary mathematics teachers’ experiences in undergraduate mathematics courses through tasks embedded in pedagogical contexts. The objective of this approach, used by multiple nationally-funded projects, is to enhance the development of teachers’ MKT. We report on the construction of a framework for observing and analyzing the development of teachers’ MKT. This framework is the result of integrating several existing frameworks and analyzing a sample of prospective secondary teachers’ responses to tasks embedded in pedagogical contexts. We discuss the methods used to build this framework, the strengths and weaknesses of the framework, and the potential of the framework for informing future work in curriculum design and implementation.