for the learning of mathematics

Beatriz D'Ambrosio ,  Signe Kastberg - Vol. 32 Num. 3 (2012)
 Giving reason to prospective mathematics teachers


This article describes the development of the authors' understanding of the contradictions in their mathematics teacher education practice. This understanding emerged from contrasting analyses of the impact of the authors' practices in mathematics content courses versus mathematics methods courses. Examples of the authors' work with two students, one who challenged the authors and another who complied with the authors, are provided to illustrate the contradiction. A discussion of how the authors worked to understand and resolve the contradiction is shared.


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