PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Developing pedagogical content knowledge: Can tutoring experiences be used to train future teachers?
Page: 986
This preliminary report explores data from a larger study investigating the nature of preservice elementary teachers’ content knowledge and pedagogical content knowledge (PCK) in the area of number theory. A prominent theme emergent from the data – a contributing factor in participants’ PCK – was the theme of tutoring experiences. Participants explicitly and regularly referenced their tutoring experiences when responding to hypothetical students in PCK tasks. The influential nature of preservice elementary teachers’ tutoring experiences on their PCK holds implications for teacher-training, but further investigation is necessary. Questions concerning the design of a future study are proposed for discussion.