TY - JOUR

T1 - Enriching practical knowledge

T2 - Exploring student teachers' competence in integrating theory and practice of mathematics teaching

AU - Oonk, W.

AU - Verloop, N.

AU - Gravemeijer, K.P.E.

PY - 2015/11/1

Y1 - 2015/11/1

N2 - This study concentrated on the theory-practice problem in mathematics teacher education. We 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. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could be identified univocally and described in a systematic way. We describe a case study that illustrates the nature and level of one student teacher's use of theory and discuss variations in all of the student teachers' reasoning and differences in their depth of theory use.

AB - This study concentrated on the theory-practice problem in mathematics teacher education. We 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. We developed a Reflection Analysis Instrument with which the student teachers' use of theory could be identified univocally and described in a systematic way. We describe a case study that illustrates the nature and level of one student teacher's use of theory and discuss variations in all of the student teachers' reasoning and differences in their depth of theory use.

KW - Elementary mathematics teacher education

KW - Multimedia learning environment

KW - Nature and level of theory use

KW - Theory and practice

KW - Theory-enriched practical knowledge

UR - http://www.scopus.com/inward/record.url?scp=84959223611&partnerID=8YFLogxK

U2 - 10.5951/jresematheduc.46.5.0559

DO - 10.5951/jresematheduc.46.5.0559

M3 - Article

AN - SCOPUS:84959223611

SN - 0021-8251

VL - 46

SP - 559

EP - 598

JO - Journal for Research in Mathematics Education

JF - Journal for Research in Mathematics Education

IS - 5

ER -