NOMAD 19(3-4), 2014

Skapad: 2014-10-22. Ändrad: 2014-10-22  

NOMAD 19(3-4), 2014

Norwegian prospective teachers’ MKT when interpreting pupils’ productions on a fraction task

Arne Jakobsen, C. Miguel Ribeiro and Maria Mellone


This paper focuses on Norwegian prospective primary teachers’ mathematical knowledge for teaching (MKT) when interpreting and making sense of pupils’ answers. We named such knowledge interpretative knowledge and we consider it to be linked with common content knowledge and specialized content knowledge. In order to deepen these links and to access and develop such knowledge in prospective teachers, we designed a suitable set of tasks on a problem concerning fractions in order to investigate this particular kind of knowledge and clarify its features and dimensions. The results reveal the importance of developing such types of knowledge as a basis for teachers to effectively make sense and interpret pupils’ productions and to make it possible to provide effective and meaningful feedback.

Arne Jakobsen

Arne Jakobsen is Associate Professor of Mathematics at the University of Stavanger, Norway. He has experience from many international research projects in Mathematics Education, and is currently leader of the project: Improving quality and capacity of mathematics teacher education in Malawi. His interests are mathematics, mathematical knowledge for teaching, and quantitative studies in mathematics education.

C. Miguel Ribeiro

C. Miguel Ribeiro is Associate Professor of Mathematics Education at the University of Algarve, Portugal and in the present year he has a postdoc position at São Paulo State University (UNESP-Rio Claro), Brazil. His main interests are teachers’ specialized knowledge for teaching, students’ knowledge and reasoning and the role of representations in and for learning.

Maria Mellone

Maria Mellone is researcher in Mathematics Education at Dipartimento di Matematica e Applicazioni ”R. Caccioppoli”, University Federico II of Naples, Italy. Her main research interests are the development of arithmetic and algebra in young children, semiotic mediation and mathematics teacher education.