Recognizing the multiple interacting layers of pedagogical content knowledge, in this article, we present the findings from a study that examined the extent to which participation in case-based instruction about self-generated visual representations (VRs) supported special education pre-service teachers (N = 25) in enhancing their (a) knowledge of VRs, specifically what and how to teach, as a strategy for solving mathematics problems, and (b) applied instructional practices, specifically analysis of student knowledge and instructional planning, about VRs for students with disabilities (SWDs) to solve mathematics problems. The data revealed that case-based instruction about VRs in a special education mathematics methods course enriched pre-service teachers personal understanding about VRs and their ability to target SWDs learning needs regarding VRs. Implications for pre-service teacher preparation and research are provided.

认识到教学内容知识的多个相互作用层，在本文中，我们提出了一项研究的发现，该研究调查了参与基于案例的关于自我生成的视觉表示（VR）的教学对特殊教育职前教师的支持程度（ñ= 25）增强他们（a）关于虚拟现实的知识，特别是教什么和如何教书，作为解决数学问题的策略，以及（b）应用教学实践，特别是对学生知识和教学计划的分析，以帮助有智力障碍的学生残疾（SWD）解决数学问题。数据显示，特殊教育数学方法课程中基于案例的VR指导，丰富了职前教师对VR的个人理解，以及他们针对SWD的关于VR的学习需求的能力。提供了对职前教师准备和研究的启示。