Use of Learning Trajectories to examine pre-service teachers’ mathematics knowledge for teaching area and perimeter: emerging issues
Butterworth, B, Forrester, T, McCallum, F & Chinnappan, M 2013, 'Use of Learning Trajectories to examine pre-service teachers’ mathematics knowledge for teaching area and perimeter: emerging issues', in V Steinle, L Ball & C Bardini (eds), Mathematics education: yesterday, today and tomorrow. Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, University of Melbourne, Melbourne, Vic., 8-10 July, MERGA.
A current concern is student learning outcoms and these are largely a function of teachers' knowledge and their practice. This position paper is premised on the notion that certain knowledge is required for the teaching of mathematics. An exploration of literature demonstrates that such professional knowledge development can be supported by Learning Trajectories (LT). We propose to use LT as theoretical lens to examine pre-service teachers' Content and Pedagogical Content knowledge and advance a research design.