PRE-SERVICE TEACHERS’ KNOWLEDGE OF MATHEMATICS: A FRAMEWORK FOR SUSTAINABLE DEVELOPMENT OF STUDENT KNOWLEDGE

Abstract

The purpose of this article is to draw attention to, analyze and discuss the following issues: (1) What mathematics should teacher education include, in order for student teachers to gain knowledge of a teaching practice that ensures the progression in students' mathematics development, and (2) How can the subject-specific content in an algebra course for student teachers be designed through an interaction between formal concepts in mathematics and the content of practical mathematics teaching with focus on algebra. An analysis of these issues is carried out within a theoretical framework of didactics of mathematics, related to a research context. This article is based on two research projects, MIL (Mathematics in teacher education) and SKUM (Student teachers’ knowledge and perceptions of mathematics) as well as ongoing research work with a focus on the quality of student teacher education in mathematics and the didactics of mathematics in the K–3 and 4–6 programs at Södertörn University.