Many pre-service teachers enter teacher education with problematic or unexamined assumptions about learners and teaching. This article reports on an authentic learning opportunity offered to 22 pre-service teachers in their first year at university, which attempts to disrupt these perceptions about learning and pedagogy. Using a new application of…

Addresses issues related to the ways teachers learn mathematics and the teaching of mathematics, and the relevance of those ways to their professional development. Mathematical experiences need to be congruous with the kind of teaching expected of the reflexive, adaptive teacher. Presents both practical and theoretical considerations of how these…

Discusses what important ideas about forms of knowing mathematics should be included in mathematics methods courses for preservice teachers. Proposes ideas related to Shulman's framework of teacher knowledge. Provides a brief discussion of the implications each idea holds for teaching mathematics, and makes some suggestions about experiences that…