Mathematics instructor actions and knowledge integration: utilizing resources in mathematics courses for teachers

Future mathematics teachers must integrate their knowledge of mathematics, pedagogy, and learners to effectively teach mathematics. Historically, these different forms of knowledge were taught separately in teacher preparation and left to the preservice teacher to integrate on their own. This raises the question; what resources can be leveraged to promote knowledge integration in mathematics courses for teachers? In this study, we identified six instructional actions that were associated with potential knowledge integration when implemented within the environment of a mathematics course for preservice teachers. We posit these instructional actions can be implemented in concise and minimally invasive ways in a variety of mathematics content courses. Further unpacking of these instructional actions and considerations for implementation are provided.