Resumen

Surprise and insight are an integral part of doing mathematics. However, surprise does not appear to be on the radar of most mathematics curriculum documents. In this paper, we present an analysis of TCs' online journals and their associated online discussions from a K-6 mathematics teacher education blended course. This online component of an otherwise face-to-face course also included readings and viewings of documentaries from classroombased research, along with mathematician interviews, animations, and other support material (available at researchideas.ca/wmt), which connected to, and extended face-to-face course activities. We address the question: How did this limited online experience affect TCs’ thinking about mathematics teaching and learning? Participants were 168 K-6 TCs, distributed among six sections of a mandatory mathematics methods course. We employed a case study approach and qualitative content analysis of TC discussions of journals and related online resources, and we identified six themes: (1) low floor, high ceiling approach; (2) contrast with personal math learning experience; (3) visual and concrete representations; (4) real world contexts; (5) aesthetic math experience; and (6) sharing math experiences.