Learning to Teach Mathematics for Understanding: The Role of Reflection

Abstract

This paper explores how a group of 11 preservice secondary mathematics teachers developed their understandings of what it means to teach for understanding. The paper begins with a discussion of what teaching for understanding might look like in practice. Next, the activities the students took part in are discussed, along with their reactions to these activities as outlined in the course evaluation and follow-up questionnaire. Next, evidence of their learning, as presented by the students themselves in their final paper is discussed. Finally, directions for similar courses in future are explored