• Colin Jeschke
  • Anke Lindmeier
  • Aiso Heinze
Pre-service teachers acquire mathematical teacher knowledge at university, but
often fail to apply that knowledge to spontaneous teaching situations in the classroom. In this study, we investigate whether an ability to prepare and reflect mathematics instruction may facilitate the application of mathematical
knowledge in instructional situations under time pressure. For that, we assessed
pre-service teachers’ mathematical teacher knowledge, their ability to prepare
and reflect mathematics instruction and their ability to act in time pressuring teaching situations with partly video-based instruments. The results show that an ability to prepare and reflect instruction mediates between mathematical teacher knowledge and the ability to act in teaching situations. Our results give implications for teacher training at university.
Original languageEnglish
Title of host publicationProceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education
EditorsMaitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Number of pages8
Volume3
PublisherPME
Publication date07.2021
Pages120-127
ISBN (Electronic)978-616-93830-0-0
Publication statusPublished - 07.2021
Event44nd Conference of the International Group for the Psychology of Mathematics Education - Khon Kaen, Thailand
Duration: 19.07.202122.07.2021
https://pme44.kku.ac.th/home/

ID: 1666458