•  
  •  
 
The Mathematics Enthusiast

Volume

17

Issue

2-3

Abstract

Research cites the need for developing teachers’ mathematical knowledge for teaching (MKT) as well as for developing mathematics teacher educators’ (MTEs) mathematical knowledge for teaching teachers (MKTT). Using the framework of lesson study: formulating goals and researching, planning, implementing and observing, and reflecting (Lewis & Hurd, 2011), a group of MTEs designed and analyzed a lesson on multiplication for prospective elementary teachers. A qualitative analysis of MTE journal reflections and prospective teacher work showed a greater understanding of MTEs’ MKTT related to multiplication after completion of the lesson study. The authors recommend MTEs conduct lesson studies for other mathematics topics to further understand what MKTT MTEs need to develop to best support prospective teachers’ MKT.

First Page

583

Last Page

613

Share

COinS