Examining the mathematical knowledge for teaching involved in pre-service teachers' reflections

• Mathematical knowledge for teaching is involved in reflection.
• Mathematical knowledge for teaching supports the analytic quality of reflection.
• Focus on content to promote knowledge integration in reflection.
• Reflection provides a diagnostic tool to build on what pre-service teachers know.
• View teacher reflection and teacher knowledge as integrated components of preparation.

This study examines the mathematical knowledge for teaching involved in 24 pre-service teachers' reflections on teaching the meaning of fractions to a small group of students in an elementary mathematics field experience. Excerpts from journals are used to describe the aspects of mathematical knowledge for teaching pre-service teachers include and emphasize in the content of their reflections. The article illuminates how mathematical knowledge for teaching assists pre-service teachers in analytically reflecting on multiple aspects of teaching and learning, thus making reflection more productive. Implications for teacher education are discussed.