This case study investigated how teachers can deepen their mathematical understanding and pedagogical skills, based on data from a 10-day Additional Qualification course for new teachers. It addressed two questions: a) How do newly graduated teachers (NGTs) connect their existing mathematics ideas in ways similar to those recommended for children? And b) What teaching actions support NGTs in working with their existing knowledge to deepen their mathematics understanding? The results illustrated a process for connecting and thus deepening new teachers’ existing mathematics knowledge, and the teaching actions that contributed to this process.

Bio: Marc Husband, PhD, is the Program Coordinator for Mathematics, Science/STEM and Robotics for the TDSB. Marc was seconded to teach pre-service and in-service teachers from 2013 to 2019 at York University. His research focuses on using students’ prior knowledge and connection-making as a resource for learning in the mathematics classroom.