Publication at Faculty of Education |
2013
Abstract
The study investigates the nature of pre-service teachers’ ability to notice phenomena in a classroom, as directly related to the content of mathematics, mathematics teaching and learning. An analysis of 122 pre-service teachers’ commentaries on short video clips with clearly framed episodes against relevant expert identified phenomena yielded results that confirm an overall low level of attention given to content-specific aspects of teaching.
It also identifies some most significantly omitted issues and suggests a connection with pre-service teachers’ mathematics knowledge for teaching.