Researchers and mathematics educators are trying to understand which learning experiences will help pre-service secondary mathematics teachers (PSMTs) be successful in the classroom. The purpose of this article is to contribute to the understanding of educational experiences that will lead to PSMTs, learning practices for teaching secondary mathematics by discussing a course that integrates mathematics and pedagogy. A cohort of PSMTs (n = 11) were enrolled in a Teaching Algebra Seminar that allowed them to teach a section of a College Algebra course and reflect upon their practices with peers and the mathematics professor. It was found that the PSMTs began to focus on the mathematics more in the latter portion of the semester, rather than focusing on merely pedagogical issues. The aspects of the Teaching Algebra Seminar that promoted these changes inform the design of mathematics teacher education programs and courses.
|Original language||English (US)|
|Number of pages||11|
|State||Published - Apr 2011|
- Field experiences
- Pedagogical content knowledge
- Secondary mathematics
ASJC Scopus subject areas