Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding

Publisher:  Journal for Research in Mathematics Education, 24
Page Numbers: 8-40

This article focuses on two interrelated aspects of the process of learning to teach mathematics for understanding: (a) ideas and practices for teaching procedural knowledge and (b) ideas and practices for teaching conceptual knowledge. The authors explore one student teacher's ideas and practices, together with the messages about teaching for procedural and conceptual knowledge that were presented by the teacher education program in which the student teacher was enrolled and the placement schools in which the student taught.