A transition from "doer" to "teacher" for prospective teachers requires them to reorient from thinking about how they do mathematics to engaging with students and their work, understanding student representations, and planning instruction accordingly. To scaffold a transition, we developed a five-step mathematics as teacher…

The paper reports an investigation into how a group of elementary and middle school teachers collectively attempted to solve and understand a fraction division problem using an area model. Solving the word problem required that teachers determine how many two-thirds fit into three-fourths. The teachers struggled to conceptualise fraction division,…

Successful teacher preparation programs provide learning experiences that help teacher candidates make the shift from "student" to "teacher." In this paper we present research on the implementation of a process for providing candidates such experiences. Utilizing the Mathematics as Teacher Heuristic (MATH) process, prospective…

In this article, pre-service teachers' mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers' thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range…

Prospective mathematics teachers often start their practice with images of learning situations quite different from current curriculum orientations. Such is the case of Fabio, who, at the beginning of his practicum, proposed mostly exercises and promoted unidirectional communication. We analyse the contribution of a teacher education setting based…

Several developments during the last decades have provoked spectacular changes in both Mathematics Teaching and the Education of Mathematics Teachers. From this perspective of renovation, we wish to define a new context in mathematics teacher education in which we consider that "pedagogical content knowledge" (Shulman, 1993, Mellado,…