On the relationship between a novice teacher’s mathematical knowedge and teaching actions.

The aim of this paper is to examine the relationship between mathematical knowledge for teaching (MKT) and teachers’ actions when teaching mathematics, based on a qualitative case study of a novice mathematics teacher. The empirical data consist of interviews and an observed mathematics lesson during his first year of teaching mathematics. These data have been analysed by coordinating theories on teachers’ goal-oriented actions, action levels and MKT. The results show that at a classroom level, the lesson provides opportunities for using the whole spectrum of MKT. However, in the different situations the teacher mainly draws on common content knowledge (CCK) and aims at maintaining control over the situation