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<p>This paper takes as its starting point the value of integrating diverse theoretical perspectives in mathematics education research. Adopting a networking of theories approach, the study combines Mathematics Teachers’ Specialised Knowledge (MTSK) and Pedagogical Mathematical Practices (PMPs) to explore how prospective mathematics teachers interpret students’ responses and provide instructional explanations. Empirical data were gathered through a case study involving three prospective mathematics teachers responding to a pedagogical training task. The findings show that each PMP identified in the study was underpinned by at least one form of specialised knowledge. Moreover, the combination of MTSK and PMPs provides an explanatory lens for understanding not only what PTs interpreted, but also how they constructed mathematically grounded responses to students’ thinking. By conceptualising this coordination as an analytical construct, the study offers a more fine-grained account of the relationship between knowledge and practice in teaching. These results can also be used to inform the design of teacher education tasks.</p>

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Interpreting Students’ Responses and Providing Instructional Explanations: Using Networking Theory to Link Prospective Mathematics Teachers’ Knowledge and Practices

  • 期刊论文

  • 发表日期：

    2026年6月17日

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  • Rosa Delgado Rebolledo,
  • Diana Zakaryan,
  • Nicholas Wasserman

摘要

This paper takes as its starting point the value of integrating diverse theoretical perspectives in mathematics education research. Adopting a networking of theories approach, the study combines Mathematics Teachers’ Specialised Knowledge (MTSK) and Pedagogical Mathematical Practices (PMPs) to explore how prospective mathematics teachers interpret students’ responses and provide instructional explanations. Empirical data were gathered through a case study involving three prospective mathematics teachers responding to a pedagogical training task. The findings show that each PMP identified in the study was underpinned by at least one form of specialised knowledge. Moreover, the combination of MTSK and PMPs provides an explanatory lens for understanding not only what PTs interpreted, but also how they constructed mathematically grounded responses to students’ thinking. By conceptualising this coordination as an analytical construct, the study offers a more fine-grained account of the relationship between knowledge and practice in teaching. These results can also be used to inform the design of teacher education tasks.