Abstract:
This paper reports on a study using the Productive Pedagogies framework with a group of final year student teachers at a teacher education college in Saudi Arabia . The students were introduced to the framework in a unit of study on mathematics education and were observed during the following semester’s field work experience to ascertain their level of understanding of Productive Pedagogies and their ability to implement it in their teaching. In particular, the discussion here concentrates on the Connectedness dimension of the framework. The results showed that while the student teachers were unanimous in their views that the framework was useful in their planning for teaching, some misconceptions remained. Similarly, contextual factors implied that their teaching practice showed limited ability to teach mathematics in a connected way which is a goal of the framework.