Malawian preservice teachers’ perceptions of knowledge at the mathematical horizon
Résumé
This paper examines how preservice primary teachers perceive mathematical horizon content knowledge for teaching in Malawi. Drawing on the practice-based theory of mathematical knowledge for teaching, the study highlights the importance of mathematical concepts and historical aspects needed for teaching, according to preservice primary teachers, at the beginning of their teaching education. Findings from the two cases revealed that despite differences in their perceptions, similarities also existed. This result provides a starting point for a better understanding of what composes mathematical horizon content knowledge and discusses implications for teacher-education training programs in Malawi.
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