How do prospective teachers imagine mathematical discussions on fraction comparison?
Abstract
International audience Prospective teachers plan a short mathematical discussion on comparing fractions by writing lesson plays. We analyse how their mathematical knowledge for teaching surfaces in their written scripts, using three dimensions of the Knowledge Quartet: foundation, transformation and connection. Our findings give insight into the prospective teachers' knowledge of fractions and comparison strategies, their perspectives on mathematics and mathematics teaching, and insight into how they transform their knowledge to make it accessible to middle school students.