5: Getting to know Catherine and David: Using a Narrative Classroom Case to Promote Inquiry and Reflection on Mathematics, Teaching, and Learning

This chapter describes the use of a narrative case of two contrasting lessons that deal with algebraic thinking in the context of a university elementary mathematics methods course. Data are presented to shed light on what preservice teachers might learn from reading the case, discussing it, and engaging in a variety of mathematical and analytical tasks related to the case. The value of the case lies in the fact that it can be used to explore mathematical ideas, pedagogical issues, and the benefits of teachers reflecting on their own practice.