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Linking theory and practice: A case study of a co-teaching situation between a mathematics teacher educator and a primary classroom teacher

Citation

Downtown, A and Muir, T and Livy, S, Linking theory and practice: A case study of a co-teaching situation between a mathematics teacher educator and a primary classroom teacher, Mathematics Teacher Education and Development, 20, (3) pp. 102-118. ISSN 2203-1499 (2018) [Refereed Article]


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Copyright Statement

Copyright 2018 Mathematics Education Research Group of Australasia, Inc.

Official URL: https://mted.merga.net.au/index.php/mted/article/v...

Abstract

In recent years there has been growing concern as to how to bridge the gap between the theory pre-service teachers engage with as part of their learning in their tertiary classrooms and the profession. To enable pre-service teachers to make stronger connections with the profession, a mathematics teacher educator worked collaboratively with a practicing teacher by co-teaching one cohort of pre-service teachers studying primary mathematics education. In this paper, we present two snapshots of the co-teaching experience and a framework that was used to describe how the co-teaching partnership helped the pre-service teachers to elicit mathematical thinking make connections between theory and practice, when engaged in mathematical discourse.

Item Details

Item Type:Refereed Article
Keywords:pre-service teachers, teacher education, mathematics education, co-teaching, primary, theory and practice
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Muir, T (Associate Professor Tracey Muir)
ID Code:129670
Year Published:2018
Deposited By:Education
Deposited On:2018-12-12
Last Modified:2019-09-09
Downloads:0

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