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<p>This study investigates how newly certified teachers conceptualise connection making in mathematics education, utilising Pirie and Kieren’s (P-K) Theory for the Dynamical Growth of Mathematical Understanding. Despite consensus on the importance of connection making in mathematics, clear guidelines for its implementation are lacking. To address this, a professional development course was designed to immerse teachers in P-K Theory, enabling them to explore and define connection making in their future classrooms. Data were collected from course assignments where teachers defined connection making and suggested strategies for fostering it. Findings revealed three primary conceptualisations: (1) connection making as a personal process involving others’ ideas, (2) linking prior knowledge with new concepts, and (3) relating multiple solution strategies or algorithms. Teachers proposed supporting connection making through purposeful task selection, collaborative group work, documenting individual connections, and spontaneous, responsive teaching methods. This study emphasises the potential of integrating theories into teacher education to enhance practical classroom strategies and suggests that further research is needed to refine and expand these approaches for effective mathematics teaching.&#xa0;</p>

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P-K Theory Through Their Eyes: New Teachers’ Conceptualisations of Connection Making

  • 期刊论文

  • 发表日期：

    2026年3月10日

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  • Tina Rapke,
  • Marc Husband,
  • Cristina De Simone

摘要

This study investigates how newly certified teachers conceptualise connection making in mathematics education, utilising Pirie and Kieren’s (P-K) Theory for the Dynamical Growth of Mathematical Understanding. Despite consensus on the importance of connection making in mathematics, clear guidelines for its implementation are lacking. To address this, a professional development course was designed to immerse teachers in P-K Theory, enabling them to explore and define connection making in their future classrooms. Data were collected from course assignments where teachers defined connection making and suggested strategies for fostering it. Findings revealed three primary conceptualisations: (1) connection making as a personal process involving others’ ideas, (2) linking prior knowledge with new concepts, and (3) relating multiple solution strategies or algorithms. Teachers proposed supporting connection making through purposeful task selection, collaborative group work, documenting individual connections, and spontaneous, responsive teaching methods. This study emphasises the potential of integrating theories into teacher education to enhance practical classroom strategies and suggests that further research is needed to refine and expand these approaches for effective mathematics teaching.