Exploring opportunities to learn mathematics in practice-based teacher education : a Norwegian case study

Abstract

This study critically examines the opportunities a group of prospective teachers—participating in learning cycles of enactment and investigation as part of their teacher education—has for developing their mathematical understanding. Using a quick image as an instructional activity, analysis of the prospective teachers’ discussion in a co-planning session reveals that the following learning situations are visible: 1) when involved in learning cycles, the prospective teachers got the opportunity to experience how their own mathematical understanding matters for teaching, 2) participation in learning cycles enabled the prospective teachers to apply their own understanding in new contexts and 3) learning cycles provided an opportunity to learn mathematics in a context where the prospective teachers were motivated and convinced about the relevance of the content. Three additional areas for future research are identified and discussed.