Teacher Professional Development

Research on Pre-Service Teachers and Children’s Mathematical Thinking

  • Bartell, T.G., Webel, C., Bowen, B., & Dyson, D. (2013). Prospective teacher learning: recognizing evidence of conceptual understanding. Journal of Mathematics TeacherEducation, 16 (1), 57 – 79.
  • Crespo, S. (2000). Seeing more than right and wrong answers: Prospective teachers’ interpretations of students’ mathematical work. Journal of Mathematics Teacher Education, 3 , 155-181.
  • Crespo, S. & Nicol, C. (2006). Challenging pre-service teachers’ mathematical understanding: The case of division by zero. School Science and Mathematics, 106 (2), 84-97.
  • Roth McDuffie, A., Akerson, V., & Morrison, J. (2003). Designing and implementing meaningful field-based experiences for mathematics methods courses: A framework and program description. The Mathematics Educator , 13, 1, 22-32.
  • Phillip, R., Armstrong, B., & Bezuk, N. (1993). A pre-service teacher learning to teach mathematics in a cognitively guided manner. In J. Becker & B. Pence (Eds.), Proceedings of the fifteenth annual meeting of the PME-NA (Vol 2. Pp. 159-165. Pacific Grove, CA: San Jose State University.
  • Vacc, N. N., & Bright, G. W. (1999). Elementary pre-service teachers’ changing beliefs and instructional use of children’s mathematical thinking, Journal for Research in Mathematics Education, 30 (1), 89-110.