Understanding the Work of Mathematics Teacher Educators from a Knowledge of Practice Perspective

Abstract

The work of mathematics teacher educators (MTE) is far from understood. In this study, we explore the nature of knowledge drawn upon MTEs as they connect pre-service teachers’ content learning to the practice of teaching mathematics to children. Using data from a two-year project focused on the professional development of university-based teacher educators, we illustrate MTEs’ work of teaching pre-service elementary teachers mathematics. In doing so, we identified three MTE practices of connecting to teaching practice, including MTEs supporting pre-service teachers in making sense of and remedying children’s errors, MTEs modeling for pre-service teachers how to modify a mathematical task appropriate to children’s current level of understanding, and MTEs engaging pre-service teachers to consider children’s common conceptions. The nature of knowledge MTEs draw upon in their teaching practices is discussed.