Abstract:
Division, one of the most difficult topics to teach in elementary mathematics, is rarely examined from the perspective of student teachers engaging with peers and making use of mathematical or pedagogical knowledge in teacher-pupil interaction. In this paper, we examine prospective elementary teachers preparing, realizing and discussing a role-play on division with remainder. Using the concept of “structure of attention”, we offer a positive understanding of prospective teachers’ performances in terms of navigating the richness and complexity of teaching division.
