Enriching Practical Knowledge: Exploring Student Teachers’ Competence in Integrating Theory and Practice of Mathematics Teaching
This study concentrated on the theory–practice problem in mathematics teacher education. The authors examined 13 student teachers’ use of theory when they reflected on teaching practice in a class specifically designed to optimize the chance for theory use. The authors describe a case study that illustrates the nature and level of one student teacher’s use of theory and discuss variations in all the student teachers’ reasoning and differences in their depth of theory use.
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