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
VL - 46
SP - 559
EP - 598
JO - Journal for Research in Mathematics Education
JF - Journal for Research in Mathematics Education
SN - 0021-8251
IS - 5
ER -