“That Feels Like a Rule I Should Know”: Mathematical Knowledge for Teaching—A Process-Oriented Lens

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  In Roundtable Session: (Re)Imagining Literacy Practices for Preservice Teachers (Table 24)

Abstract

Effective teacher training programs are crucial for equitable access to mathematical knowledge. This study examines Mathematical Knowledge for Teaching (MKT) through a process-oriented lens. Analyzing a video-recorded lesson with pre-service teachers (PSTs), the research explores how both PSTs and mathematics teacher educators engaged in a dynamic process of knowing, questioning, and collaborating to deepen their understanding of mathematical concepts. By shifting to a process-oriented frame, the study highlights the agency and strengths of PSTs, fostering a collaborative view of knowledge development. The findings stress the importance of considering knowledge as a process in teacher preparation, encouraging educators to reframe their approach to knowledge in the classroom.

Authors

• Anna Gustaveson, University of North Carolina - Chapel Hill

• Kathryn Habib, University of North Carolina - Chapel Hill