Pre-Service Teachers’ Procedural and Conceptual Understanding of Pupils’ Mean Value Knowledge in Grade 6

The aim of this study is to explore pre-service teachers’ procedural and conceptual understanding pupils’ mean value, before after an intervention. Participants are 66 teachers, two teacher educators. data consists five video-recorded lessons pre- post-test discussions. Based on variation theory, the analysis aimed identify expressed knowledge understanding, focusing four categories expressions: (P), didactics (PD), (C), (CD). developed differently in student groups. A shift from focus occurred number related words first group decreased 104 (pre-test: 65 P 39 PD) 16 (post-test: 9 7 PD), at same time as increased (pre 4 C 0 CD post 11 CD). In second group, 87 procedure-related (36 51 identified during pre-test intervention (3 PD). Instead, concept-related (12 CD) 29 (10 19 changes among participants who had got, except theoretical instruction, challenging hands-on tasks about Mathematical content focus. findings contribute understand how design instruction for contributes enhance students’ didactic perspective learning.