Source: Journal of Mathematics Teacher Education, Volume 13, Number 2,
121-139. (April 2010).
This paper analyzes the experiences of prospective secondary mathematics teachers during a teaching methods course. The course was offered prior to their student teaching, but involving actual teaching and reflexive analysis of this teaching.
The study focuses on the pedagogical difficulties that arose during their teaching, in which prospective teachers lacked pedagogical content knowledge and skills.
The article also analyzes the experience of the course itself, which was aimed at scaffolding the work of prospective teachers on developing their pedagogical content knowledge and skills.