Connections Identified by Teacher Educators Between the Mathematics They Teach and the Mathematics Their Students Will Teach in the Future
Guillermo de los Ángeles 1 * , Cristina Ochoviet 1 * , Verónica Molfino 1 *
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1 Department of Mathematics, Consejo de Formación en Educación, URUGUAY* Corresponding Author


The relationship between the mathematics taught in teacher training and the mathematics demanded in teaching practices is an issue that has been problematized for many years in the field of Mathematics Education. Nonetheless, recent studies show it is still a focus of interest in the field. In this study, we have identified different connections that teacher educators are able to establish between the mathematics they teach and that which their students, prospective mathematics teachers, will have to teach eventually. We have conducted an in-depth case study and have identified that teacher educators establish content connections, modeled instruction connections, and disciplinary practice connections. Furthermore, we have reported the main difficulties that arise in establishing these connections. Additionally, we have identified a new type of connection, which we call professional practice connections.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2022, Volume 17, Issue 1, Article No: em0668

Publication date: 03 Jan 2022

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Article Downloads: 640

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