Learning to Teach Hard Mathematics: Do Novice Teachers and Their Instructors Give Up Too Easily?
Publisher: Journal for Research in Mathematics Education, 23
Page Numbers: 194-222
This article analyzes from several vantage points a classroom lesson in which a student teacher was unsuccessful in providing a conceptually based justification for the standard division-of-fractions algorithm. The authors attempt to understand why the lesson failed, what it reveals about learning to teach, and what the implications are for mathematics teacher education.