Improving pre-service teachers understanding of complexity of mathematics instructional practice through deliberate practice: A case study on study of teaching

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Abstract

This study investigated the effect of the intervention program, Study of Teaching, on pre-service teachers’ acquisition of three designated mathematics teaching skills, how much they understood about the complexity of mathematics teaching, and their professional growth. The results indicate that reduced microteaching in the setting, as in the intervention program, provide pre-service teachers with a safe environment to practice teaching.
Original languageEnglish
Pages (from-to)1-25
Number of pages25
JournalInternational Journal for Mathematics Teaching and Learning
Publication statusPublished - 2015

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