Integration of two theoretical lenses to analyse the potentialities of a practice-based task in fostering pre-service mathematics teacher specialized knowledge

This paper presents an a priori analysis of a practice-based task designed to be implemented in the context of primary school pre-service mathematics teacher education. We integrate two different theoretical lenses aimed at describing teachers’ practices and knowledge. By means of our analysis, we highlight the potentialities of the task to promote the goals of the educational program and to point out pre-service mathematics teacher specialised knowledge.