Search results for: Li Wenjuan

The purpose of this study is to analyze how particular mathematics teacher educators (MTEs) use knowledge in their practice. Furthermore, this study also examines how they use this analysis as a tool for understanding the knowledge demands of work with preservice elementary teachers and how this knowledge is different from that required to teach K-12 students. The authors describe different forms of knowledge observed across different mathematics teacher educators’ practice and discuss how the observed knowledge forms are different from knowledge used by K-12 teachers in their practice. They argue that there needs to be more of a focus on understanding the knowledge drawn on by teacher educators as they teach content to preservice teachers.