ABSTRACT
This chapter builds bridges between three groups of stakeholders involved in preparing high school mathematics teachers: pre-service teachers (PST); practicing teachers who mentor them; and teacher educators/researchers. The study is grounded in an undergraduate level teacher-education course for prospective secondary mathematics and science teachers at a large research university. Researchers recognize that PST struggle with the conflict between their experiences in classroom placements and in coursework. The challenges PST face negotiating that conflict can inhibit their learning and lead them to selectively interpret theories and practices to fit the realities they experience. However, work done to date suggests promise in helping PST focus their interactions and observations in classrooms and use materials from coursework in planning and reflecting on a lesson. The project has also acquainted the high school teachers with the content of the course and the goals of the LMS course instructors, and vice versa.
