Impact of a theory-practice connecting scaffolding system on the ability of preschool teachers-in-training to teach mathematics

Resumen

This study investigated the impact of a scaffolding system that connects theory and practice to promote
the development of the ability to teach mathematics in 100 future Chilean preschool teachers. The
theoretical dimension and the practical dimension of both mathematical content knowledge (MCK) and
mathematical pedagogical content knowledge (MPCK) were analysed. Data were collected and analysed
following a mixed approach. The results of the study reveal the effectiveness of the system in the
theoretical dimension and the difficulties that arise in classroom practices. The critical role of the
specialized components of MPCK in the theory-practice articulation is discussed.

Journal: Teaching and Teacher Education

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Tipo de publicación: ISI

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Topics: Mathematical content knowledge, Preschool teacher education, Pedagogical content knowledge, Mathematics education, Theory and Practice

DOI: https://doi.org/10.1016/j.tate.2022.103887

URL de la publicación: https://www.sciencedirect.com/science/article/pii/S0742051X22002621