A Conceptual Framework for Learning to Teach Secondary Mathematics: A Situative Perspective

Developing Primary Pre-service Teachers' Mathematical Content Knowledge During Practicum Teaching

“…An ethnographical design was chosen and included four methods of data collections (McMillan, 2004) (Table 4) A situated perspective was used for identifying how pre-service teachers interacted during practicum experiences, to identify when and under what conditions they developed their MCK. A situated perspective is when a study occurs in multiple contexts including the physical and social systems (Peressini, Borko, Romagnano, Knuth, et al, 2004). Data collection, management and analysis occurred simultaneously and included content analysis, reducing the data to identify when and under what conditions pre-service teachers demonstrated categories of MCK identified within the review of literature Ma, 1999;Rowland et al, 2009).…”

Attitudes of Pre-Service Mathematics Teachers towards Modelling: A South African Inquiry

“…The theoretical lens through which this inquiry is viewed, the Learning to Teach Secondary Mathematics framework (Peressini et al, 2004), firstly asserts that how a student acquires a particular set of knowledge and skills and the specific teaching context in which it happens fundamentally influence what they eventually learn. It secondly stipulates that mathematics teachers' knowledge, but especially their beliefs and attitudes, are shaped through increased participation in the practice of teaching itself.…”

Primary School Teachers’ Image of a Mathematics Teacher

“…The term situated refers to a set of theoretical perspectives and lines of research which conceptualise learning as changes in participation in socially organised activities and individuals' use of knowledge as an aspect of their participation in social practices (Borko, 2004). Peressini, Borko, Romagnano, Knuth and Willis (2004) argue for using such a situative perspective in studies of mathematics teachers' teaching.…”