Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Ami Maria Mamolo, Rina Zazkis
Ontario Tech University
⬇ Download PDFWe present a case of an early-career mathematics teacher educator, Nadia, who brings real world contexts to her work with prospective teachers, focusing on issues of societal importance. Building on research that focused on teachers’ tensions, we describe tensions that the teacher educator experienced, navigating between her intention to support teachers’ mathematical knowledge and students’ attention being pulled away from mathematics by the context and pedagogy. We illustrate Nadia’s attempts to navigate tensions by amending her task design in order to support her mathematic-related learning goals.
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