Ayalon, M
; Koichu, B
; Leikin, R
; Rubel, L
; Tabach, M
(Ed.)
We follow a beginning mathematics teacher, Olive, from the university-based course Mathematical Reasoning and Proving for Secondary Teachers through the supervised internship where Olive taught in her cooperating teacher’s classroom. By drawing upon Activity Theory, we compare her teaching within the two teaching settings, and we examine the opportunities for reasoning and proving she provided to her students in each teaching setting. As a prospective teacher, Olive provided her students opportunities for reasoning and proving. During the internship, these opportunities initially diminished due to institutional and contextual constraints. However, Olive gradually carved out unique paths to engage students with reasoning and proving as her teaching independence increased.
more »
« less