Noticing the relevance of subject matter in typical teacher tasks – a situated learning intervention for preservice teachers
Résumé
Preservice mathematics teachers (PSTs) often struggle to make connections between the formal
mathematics required in university teacher education and the school-level mathematical content they
will later be teaching. This leads to negative beliefs about their professional education and often
alienation from mathematics itself. Based on the hypothesis that prospective teachers underestimate
the mathematical demands of their future profession, a situated learning intervention based on the
Four Component Instructional Design (4C/ID) framework was designed. This paper describes the
development of an 11-week intervention aimed at improving the PSTs’ noticing of subject matter as
well as their views on subject matter knowledge as a teacher resource. Selected results of the quasi-experimental study are briefly described.
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