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Linking theory and practice: A case study of a co-teaching situation between a mathematics teacher educator and a primary classroom teacher

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Downtown, A, Muir, T ORCID: 0000-0001-6305-0679 and Livy, S 2018 , 'Linking theory and practice: A case study of a co-teaching situation between a mathematics teacher educator and a primary classroom teacher' , Mathematics Teacher Education and Development, vol. 20, no. 3 , pp. 102-118 .

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Abstract

In recent years there has been growing concern as to how to bridge the gap between the theory pre-service teachers engage with as part of their learning in their tertiary classrooms and the profession. To enable pre-service teachers to make stronger connections with the profession, a mathematics teacher educator worked collaboratively with a practicing teacher by co-teaching one cohort of pre-service teachers studying primary mathematics education. In this paper, we present two snapshots of the co-teaching experience and a framework that was used to describe how the co-teaching partnership helped the pre-service teachers to elicit mathematical thinking make connections between theory and practice, when engaged in mathematical discourse.

Item Type: Article
Authors/Creators:Downtown, A and Muir, T and Livy, S
Keywords: pre-service teachers, teacher education, mathematics education, co-teaching, primary, theory and practice
Journal or Publication Title: Mathematics Teacher Education and Development
Publisher: Mathematics Education Research Group of Australasia
ISSN: 2203-1499
Copyright Information:

Copyright 2018 Mathematics Education Research Group of Australasia, Inc.

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