Read the article, “Interweaving Content and Pedagogy in Teaching and Learning”.

Quote five (5) salient points from the article and discuss.

Interweaving Content and Pedagogy in Teaching and Learning

Examining What Prospective Mathematics Teachers Bring

Mathematics teachers bring has lots of ideas with them to teacher education. They may believe in assigning plenty of
homework or they might have a stock of bulletin board displays. Reading may be a passion and penmanship a
weakness. Obviously not all of what teacher candidates bring with them is equally related to the knowledge and
beliefs, most critical to this approach to learning to teach mathematics from the perspective of mathematical
pedagogy. A framework for looking has helped to focus my inquiry, exploring the knowledge and beliefs most critical
to this approach to teaching mathematics. The appropriate framework for investigating what teacher candidates know
and believe thus derives from the logical requirements of this approach to teaching.

Joint Productive Activity

Teacher and Students Producing Together

Learning occurs most effectively when experts and novices work together for a common product or goal. “Providing
assistance” is the general definition of teaching. Working together allows conversation, which teaches language,
meaning, and values in the context of immediate issues. Teaching and learning through “joint productive activity”
were cross-cultural, typically human. This kind of “mentoring” and “learning in action” is characteristic of parents with
very young children of pre-school, graduate school, adult learning, school-to-work and service learning, on-the-job
training of all education. In schools, there is ordinarily little joint activity from which common experiences emerge, and
therefore no common context that allows students to develop common systems of understanding with the teacher
and with one another. Joint activity between teacher and students helps create such a common context of experience
within the school itself.

Language Development

Developing Language Across the Curriculum

Developing competence in the languages of instruction should be a meta [goal of all educational activity throughout
the school day. Whether instruction is bilingual or monolingual, literacy is the most fundamental competency
necessary for school success. School knowledge, and thinking itself, are inseparable from language. Everyday social
language, formal academic language, and subject matter lexicons are all critical for school success.

Challenging Activities

Teaching Complex Thinking

Students at risk of educational failure, particularly those of limited standard English proficiency, are often forgiven any
academic challenges on the assumption that they are of limited ability, or they are forgiven any genuine assessment
of progress because the assessment tools are inadequate. Thus, both standards and feedback are weakened, with
the predictable result that achievement is impeded. While such policies may often be the result of benign motives,
this effect to deny many diverse students the basic requirements of progress high academic standards and
meaningful assessment that allows feedback and responsive assistance.
Instructional Conversation

Teaching Through Conversation

Thinking, and the abilities to form, express, and exchange ideas are best taught through dialogue, through
questioning and sharing ideas and knowledge. In the Instructional Conversation (IC), the teacher listens carefully,
makes guesses about intended meaning, and adjusts responses to assist students’ efforts just as in graduate
seminars, or between mothers and toddlers. Here the teacher relates formal, school knowledge to the student’s
individual, family, and community knowledge. The IC provides opportunities for the development of the languages of
instruction and subject matter. IC is a supportive and collaborative event that builds intersubjectivity and a sense of
community. IC achieves individualization of instruction is best practiced during joint productive activity is an ideal
setting for language development and allows sensitive contextualization, and precise, stimulating cognitive challenge.