Secondary Preservice Teachers' Mathematical Knowledge for Teaching: Affordances and Limitations of Peer Teaching and Reflection
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.
Resumo
Mathematics teacher educators suggest investigating evidence of Preservice Mathematics Teachers' (PMTs) Mathematical Knowledge for Teaching through Approximations of Practice. However, the forms of approximations of practice that optimize PMTs' opportunities to demonstrate and develop Mathematical Knowledge for Teaching are underexplored. In this study, I investigated how four secondary PMTs demonstrated the six subdomains of Mathematical Knowledge for Teaching through peer teaching and associated reflections. Using a qualitative content analysis method, I found that four subdomains (i.e., "Knowledge of Content and Teaching", "Knowledge of Content and Students", "Knowledge of Content and Curriculum", and "Common Content Knowledge") were evidenced when the PMTs enacted their planned instructional strategies (e.g., pose planned guiding questions), or when they made contingency decisions (e.g., modify tasks based on students' responses). There was minimal evidence of the PMTs presenting and describing big mathematical ideas, contextual examples, and students' non-standard problem-solving strategies; thus, there were fewer instances of "Horizon Content Knowledge" and "Specialized Content Knowledge." These findings suggest the affordances (i.e., PMTs' planned and contingency actions and decisions) and limitations (i.e., treating peers as students) of peer teaching (an approximation) to investigate Mathematical Knowledge for Teaching. I discuss how mathematics teacher educators could incorporate specific instructional activities into peer teaching to optimize PMTs' opportunities to develop Mathematical Knowledge for Teaching.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Science and Mathematics Education
- Ano
- 2025
- Idioma
- en
- Palavras-chave
- Secondary School Teachers; Preservice Teachers; Mathematics Teachers; Pedagogical Content Knowledge; Affordances; Peer Teaching; Reflective Teaching; Preservice Teacher Education
- Temas
- Currículo, Formação de Professores de Matemática, Resolução de Problemas
- ISSN
- 1571-0068
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
SAPKOTA, Bima. Secondary Preservice Teachers' Mathematical Knowledge for Teaching: Affordances and Limitations of Peer Teaching and Reflection. International Journal of Science and Mathematics Education, 2025. Disponível em: http://dx.doi.org/10.1007/s10763-025-10555-w. Acesso em: 5 nov. 2026.
APA
Sapkota, B. (2025). Secondary Preservice Teachers' Mathematical Knowledge for Teaching: Affordances and Limitations of Peer Teaching and Reflection. International Journal of Science and Mathematics Education. http://dx.doi.org/10.1007/s10763-025-10555-w
BibTeX
@article{sapkota2025,
author = {Sapkota, Bima},
title = {Secondary Preservice Teachers' Mathematical Knowledge for Teaching: Affordances and Limitations of Peer Teaching and Reflection},
year = {2025},
journal = {International Journal of Science and Mathematics Education},
url = {http://dx.doi.org/10.1007/s10763-025-10555-w},
language = {en}
}RIS
TY - JOUR AU - Sapkota, Bima TI - Secondary Preservice Teachers' Mathematical Knowledge for Teaching: Affordances and Limitations of Peer Teaching and Reflection PY - 2025 JO - International Journal of Science and Mathematics Education UR - http://dx.doi.org/10.1007/s10763-025-10555-w LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
A RESOLUÇÃO DE PROBLEMAS NO ENSINO DE MATEMÁTICA: TENDÊNCIAS E ABORDAGENS EM DISSERTAÇÕES E TESES BRASILEIRAS (2020-2025)
Revista Tópicos., v. 4, n. 34 · DOI 10.70773/revistatopicos/782255803
- Currículo
- Educação Financeira
- Educação Matemática Crítica
- Formação de Professores de Matemática
- Práticas Pedagógicas
- Resolução de Problemas
Em verificação -
Aprendizaje basado en problemas y pensamiento matemático: revisión bibliográfica en educación secundaria
Ciencia Latina Revista Científica Multidisciplinar, v. 10, n. 3 · DOI 10.37811/cl_rcm.v10i3.24984
Download disponível Baixar PDF na fonte: Aprendizaje basado en problemas y pensamiento matemático: revisión bibliográfica en educación secundaria (abre em nova aba) Acessar texto completo: Aprendizaje basado en problemas y pensamiento matemático: revisión bibliográfica en educación secundaria (abre em nova aba) -
Beyond Teacher Perceptions: Classroom Evidence of STEM Integration in Saudi Mathematics Education
European Journal of STEM Education
-
Tendências teóricas para o ensino de grandezas e medidas nos anos iniciais do Ensino Fundamental: uma revisão sistemática de literatura da produção stricto sensu pós-BNCC
Cadernos Cajuína, v. 11, n. 4 · DOI 10.52641/cadcajv11i4.2552