The interplay between pre-service teachers' intentions and enacted mathematical content knowledge in the classroom

Pre-service teachers (PSTs), like practising teachers, enact their mathematical content knowledge (MCK) in pursuit of instructional goals during lessons. In this study, I explored the relationship between six secondary mathematics pre-service teachers’ goals and the MCK that they chose to enact in 10 lower secondary algebra lessons. The findings indicate that PSTs enact stronger aspects of their MCK when they pursue goals that pertain to making mathematical connections rather than procedural mastery. Also, live classroom interactions with confused students can positively impact the instructional goals that preservice teachers form and the quality of MCK that they enact