Abstract
The context in which preservice teachers (PSTs) learn the mathematical knowledge required for teaching in an elementary classroom is still less obvious. This chapter addresses the complexity of PSTs (re)learning the mathematical knowledge for teaching multiplication of fractions in a mathematics content course. The existing literature on PSTs' learning in a mathematics content course has focused on models for designing the course and efforts for designing innovative pedagogies. In addition, more recent studies have explored the design and implementation of mathematical tasks in a content course. However, studies that have provided insights into the affordances and complexity involved in developing fraction concepts using the basic principles of critical thinking are limited. The aim of this chapter is to explore the extent to which PSTs can develop a conceptual understanding of multiplication of fractions in the context of a mathematics content course designed using the basic principles of critical thinking. The complexities, challenges and tensions confronted by PSTs and the instructor as they (re) learn the meaning of multiplication in more nuanced ways will be discussed.
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