Learning to Teach Mathematics for Understanding in the Company of Mentors

This paper presents the case of a student-teacher learning to teach mathematics for understanding with the help of mentors. It offers a detailed description of the substance of a novice's learning and the learning opportunities that changed her thinking and practice. The student-teacher's learnings concern mathematics, pupils' thinking and building lessons based on pupils' mathematical ideas. The learning opportunities included modeling of mathematics teaching, lesson planning, and conversations about specific teaching episodes. This case helps researchers and teacher-educators understand what novices can or should learn in the context of practice and designs learning opportunities that support novices' learning.