A methodological approach to the development of prospective teachers’ interpretative knowledge

Abstract

In this paper, we propose a methodological approach-the SCS cycle-suitable to develop prospective teachers Interpretative Knowledge (IK). In particular, this study focus on a group of 19 prospective secondary teachers attending a mathematics education course in Italy who were given an interpretative task involving measurement of the surface area of a rectangle. Their work on the task followed the SCS cycle and was video recorded and later transcribed. The analysis showed that the SCS cycle supported the development of the prospective teachers' IK, but further work is needed to evaluate the effectiveness of the cycle as a way for developing prospective teachers' IK.