Use of learning trajectories to examine pre-service teachers' mathematics knowledge for teaching area and perimeter

Authors

Barbara Butterfield, University of WollongongFollow
Patricia Forrester, University of WollongongFollow
Faye Mccallum, University of South AustraliaFollow
Mohan Chinnappan, University of South AustraliaFollow

RIS ID

88495

Publication Details

Butterfield, B., Forrester, T., McCallum, F. & Chinnappan, M. (2013). Use of learning trajectories to examine pre-service teachers' mathematics knowledge for teaching area and perimeter. In V. Steinle, L. Ball & C. Bardini (Eds.), Mathematics Education: Yesterday, today and tomorrow (pp. 122-129). Adelaide, Australia: MERGA Inc. 2013

Abstract

A current concern is student learning outcomes and these are largely a function of teachers' knowledge and their practice. This position paper is premised on the notion that certain knowledge is required for the teaching of mathematics. An exploration of literature demonstrates that such professional knowledge development can be supported by Learning Trajectories (LT). We propose to use LT as theoretical lens to examine pre-service teachers' Content and Pedagogical Content knowledge and advance a research design.