Laurinda and Salvador both work in Mathematics Teacher Education (MTE) in different institutional contexts and with different perspectives. We are working, together with colleagues in our universities, dialoguing about how the different aspects of enactivism and professional noticing approaches can help us learn as mathematics teacher educators about prospective teachers’ learning. We consider how activities in mathematics teacher education shape the way in which prospective teachers reason about teaching situations.
|Title of host publication||Proceedings of the British Society for Research into Learning Mathematics|
|Publication status||Accepted/In press - 3 Jan 2019|
- Professional noticing
- Prospective teacher learning
- mathematics teacher educator learning