Teaching multiplication using representations : What works for primary pre-service teachers in Malawi?

Abstract

This article addressed the question: How do pre-service teachers in Malawi understand the teachingtasks and the knowledge necessary to teach multiplication using multiple representations? A case studywas conducted with one female pre-service teacher attending a teacher education college program.Teaching observation and a post-lesson interview were conducted over her teaching practice, focusingon two themes of analysis considering the theoretical framing of mathematical knowledge for teaching:(1) using representations to teach multiplication, and (2) reflections on the knowledge used to conductthe teaching tasks. These themes revealed an understanding of teaching knowledge consistent withtheoretical constructs but limited with practical applications. The study has implications for initialteacher education and further research on the topic.