Abstract
Faculty who are deeply ingrained in their disciplinesoftentimes struggle to remember what it is like to initially learn particular disciplinary ideas or to pay attention to how they approach and work through common disciplinary tasks. Mathematics teacher educators are no different. We are two mathematics teacher educators who collaborated in self-study research with a two-fold purpose: to unpack and better understand our disciplinary thinking and to better understand and refine ways that help our prospective teachers (PTs) develop their own disciplinary thinking.
Bibliographic data
Lovin, L., & Schultz, K. (2012). Illuminating Mathematics Teacher Education Through Decoding Disciplinary Thinking: Unpacking Mathematical Knowledge For Teaching. Extending Inquiry Communities: Illuminating Teacher Education Through Self-Study.
External source
https://www.academia.edu/download/33995062/SSTEP2012Proceedings.pdf#page=183
