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As mathematics teacher educators, we are interested in creating and identifying contexts and teaching approaches that provide prospective teachers with experi ences to help them develop rich understandings of reformed mathematics leach
What we seek for prospective teachers who enroll in our mathematics education courses is what wc want them to seek for their students.
During methods courses, prospective teachers may be presented with theoretical and research-based ideas: however, these novices often feel the discussions of theory' and research are not sufficiently oriented toward practice and the methods courses are not intellectually
One way we sought to intellectually challenge the prospective teachers enroll- ing in our mathematics methods courses was to design instructional experiences that build on the idea of ' lesson study,' a professional development practice that is highly valued among Japanese teachers (Stigler and Heibert 1000: Fernandez and Chokshi 2002: Lewis et al, 2006).
These approaches may support prospective teachers' trial and analyses of their emerging understandings of theory
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