A framework for conceptualising pre-service mathematics teachers’ learning across the contexts of coursework and school placement

Abstract Pre-service mathematics teachers take on two roles with sometimes contrasting expectations in relation to teaching mathematics: being students and novice teachers transitioning between the practice of university and the practice of schools. Integrating and learning from these two practices in mathematics teacher education is challenging. In this paper, a framework for conceptualising pre-service mathematics teachers’ learning across contexts is presented. The framework combines the documentational approach to didactics and Valsiner’s zone theory. Further, the applicability of the framework is illustrated through the case of one pre-service mathematics teacher, Josefine. It is argued that the analytical framework can expose how Josefine’s interaction with resources for teaching mathematics is influenced by the different contexts (university and school) she is part of and further, how she learns from and develops her resources from experiences across contexts. Moreover, the framework serves to elaborate the role of agency in the development of Josefine’s practice.