Examining the Impact of a Framework to Support Prospective Secondary Teachers' Transition from 'Doer' to 'Teacher' of Mathematics

Hea-Jin Lee, Asli Ozgun-Koca, Michael S Meagher, Michael Todd Edwards


A transition from "doer" to "teacher" for prospective teacher requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher heuristic (MATH) model. The study investigated the impact of MATH on the development of teacher candidates' mathematical knowledge for teaching (MKT) and their pedagogical knowledge. Twenty-two preservice teachers enrolled in the 2nd level methods course participated in the study. Findings of the study showed that teacher candidates' MKT was engaged as a result of analysis of the student work. While some teacher candidates based their instruction planning work on what they noticed in the student work, others had gaps between what they noticed and their further planning. Teacher candidates’ work samples with noticing and noticing with gaps are shared in the results section.


preservice teacher education; teacher knowledge; mathematical knowledge for teaching (MKT); noticing model; mathematics as teacher heuristic (MATH) model

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