Knowing, understanding and exploring the content and formation of curriculum materials: a Chinese approach to empower prospective elementary school teachers pedagogically

This study examined mathematical methods courses as part of pedagogical training provided to prospective Chinese elementary school teachers in their teacher education programs. The results show that knowing, understanding and exploring the content and design of mathematics textbooks used in elementary classrooms were greatly emphasized in the methodology courses. The emphasis was shown not only from the content being covered in the textbooks but also in the practices of exploring and organizing prospective teachers’ own curriculum. Integrating mathematics content, students’ learning, and pedagogical considerations in the form of curriculum was a special feature of the Chinese approach to empower prospective elementary school teachers pedagogically.