Building a Case-Based Curriculum to Enhance the Pedagogical Content Knowledge of Mathematics Teachers

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Abstract
Little attention has been given to research on cases in specific disciplines or on the development of an integrated case-based curriculum. In this article, I discuss how the cognitive flexibility and knowledge transfer theory proposed by Rand Spiro and his colleagues frames the design of a case-based curriculum for use in mathematics teacher education. The paper includes a sample mathematics teaching case and presents an analysis of four discussions based on that case. In the analysis, the dominant themes of those case discussions are identified and a framework for selecting and sequencing cases for an integrated curriculum is discussed. The analysis also shows the potential of subject-specific cases for enhancing mathematics teachers' pedagogical thinking and reasoning.

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