Abstract
Many prospective teachers (PTs) come to elementary mathematics teacher education classes reporting poor previous learning experiences. They often expect mathematics teacher educators (MTEs) will lecture them about how to teach mathematics differently and better. Subsequently, MTEs face challenges to respond to the expectations of their students and to cultivate experiences that support envisioning teaching and learning mathematics anew. One view of co-teaching involves MTEs interacting with students fluidly and responding in the-moment to their needs (Marzocchi et al., 2021). In this paper, we describe how we invited PTs to co-teach with us while their peers worked on mathematics tasks. Using Mason’s (1998) notion of awareness, co-teaching supports PTs’ and MTEs’ growing awareness of teaching moves that provide “sensitivities which enable [them] to be distanced” (p. 260) from the showing and-telling mathematics.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
