Pub Date : 2020-12-01DOI: 10.1080/19477503.2020.1845537
J. Young, Jahneille Cunningham, Nickolaus A. Ortiz, T. Frank, Christina Hamilton, Tina L. Mitchell
ABSTRACT This study examines the relationship between mathematics dispositions and the mathematics achievement of Black students. The study aims to elucidate the acute effects of mathematics dispositions, such as identity, self-efficacy, interest, and utility, on the mathematics Grade Point Averages (GPAs) and credits earned by Black students. A canonical correlation analysis was performed on data from a sample of Black students (N = 2,492) who participated in the High School Longitudinal Study of 2009/2012. The results indicate that mathematics identity, self-efficacy, and interest are uniquely related to persistence and mathematics performance for Black students. This study contributes to the mathematics education scholarship by providing data-driven recommendations to support Black students’ mathematics instruction that maximizes the influence of their unique mathematics dispositions on their long-term learning outcomes.
{"title":"Mathematics Dispositions and the Mathematics Learning Outcomes of Black Students: How are They Related?","authors":"J. Young, Jahneille Cunningham, Nickolaus A. Ortiz, T. Frank, Christina Hamilton, Tina L. Mitchell","doi":"10.1080/19477503.2020.1845537","DOIUrl":"https://doi.org/10.1080/19477503.2020.1845537","url":null,"abstract":"ABSTRACT This study examines the relationship between mathematics dispositions and the mathematics achievement of Black students. The study aims to elucidate the acute effects of mathematics dispositions, such as identity, self-efficacy, interest, and utility, on the mathematics Grade Point Averages (GPAs) and credits earned by Black students. A canonical correlation analysis was performed on data from a sample of Black students (N = 2,492) who participated in the High School Longitudinal Study of 2009/2012. The results indicate that mathematics identity, self-efficacy, and interest are uniquely related to persistence and mathematics performance for Black students. This study contributes to the mathematics education scholarship by providing data-driven recommendations to support Black students’ mathematics instruction that maximizes the influence of their unique mathematics dispositions on their long-term learning outcomes.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"77 - 90"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1845537","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43915430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-29DOI: 10.1080/19477503.2020.1847988
Ozgul Kartal, W. Tillett
ABSTRACT This study investigated preservice teachers’ (PTs) conceptions of how math is well-taught, their ability to design lessons that employ reform-based practices, and relations between their conceptions and lesson plans. We developed a survey and a rubric, in relation to the most recent standards and practices in U.S for the teaching and learning of math, to measure conceptions of how math is well-taught, and to measure the quality of a lesson plan. We designed and implemented a series of activities based on most recent reform-based standards and practices in a math methods course. The results showed significant change in PTs’ (n = 68) conceptions, however, there was not any significant relationship between their conceptions and their capability of designing reform-based lesson plans. While significant change occurred both in PTs’ conceptions and lesson-planning styles, the scores indicated that they were not yet fully convinced, nor fully capable. Suggestions and implications for teacher educators are discussed.
{"title":"Transforming Preservice Teachers’ Conceptions and Lesson Plan Designs for Teaching Mathematics from a Direct-Teaching Approach to a Reform-Based Approach","authors":"Ozgul Kartal, W. Tillett","doi":"10.1080/19477503.2020.1847988","DOIUrl":"https://doi.org/10.1080/19477503.2020.1847988","url":null,"abstract":"ABSTRACT This study investigated preservice teachers’ (PTs) conceptions of how math is well-taught, their ability to design lessons that employ reform-based practices, and relations between their conceptions and lesson plans. We developed a survey and a rubric, in relation to the most recent standards and practices in U.S for the teaching and learning of math, to measure conceptions of how math is well-taught, and to measure the quality of a lesson plan. We designed and implemented a series of activities based on most recent reform-based standards and practices in a math methods course. The results showed significant change in PTs’ (n = 68) conceptions, however, there was not any significant relationship between their conceptions and their capability of designing reform-based lesson plans. While significant change occurred both in PTs’ conceptions and lesson-planning styles, the scores indicated that they were not yet fully convinced, nor fully capable. Suggestions and implications for teacher educators are discussed.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"107 - 124"},"PeriodicalIF":0.0,"publicationDate":"2020-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1847988","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46267551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-22DOI: 10.1080/19477503.2020.1846967
Joseph Rino, Damon L. Bahr, Ross Larsen, R. Sudweeks, J. Robinson, Kimberlee K. Everson, E. Monroe
ABSTRACT In this paper the authors review the validity claims of a survey published in 2003, A Survey Measuring Elementary Teachers’ Implementation of Standards-Based Mathematics Teaching. Though the original survey received widespread attention and use, little formal review had been performed beyond the original estimates of reliability and validity. A content analysis was performed as well as exploratory and confirmatory factor analyses in order to understand the continued validity of the interpretations and uses of the instrument results. Although the content the survey measures aligns with contemporary conceptualizations of high-quality teaching practices and was originally published with a reliability estimate and evidence of its overall validity, its use should be modified to some degree in order to align with the further validity analyses described in this paper.
{"title":"Examining the Validity Argument of A Survey Measuring Elementary Teachers’ Implementation of Standards-Based Mathematics Teaching: An Argument-Based Approach","authors":"Joseph Rino, Damon L. Bahr, Ross Larsen, R. Sudweeks, J. Robinson, Kimberlee K. Everson, E. Monroe","doi":"10.1080/19477503.2020.1846967","DOIUrl":"https://doi.org/10.1080/19477503.2020.1846967","url":null,"abstract":"ABSTRACT In this paper the authors review the validity claims of a survey published in 2003, A Survey Measuring Elementary Teachers’ Implementation of Standards-Based Mathematics Teaching. Though the original survey received widespread attention and use, little formal review had been performed beyond the original estimates of reliability and validity. A content analysis was performed as well as exploratory and confirmatory factor analyses in order to understand the continued validity of the interpretations and uses of the instrument results. Although the content the survey measures aligns with contemporary conceptualizations of high-quality teaching practices and was originally published with a reliability estimate and evidence of its overall validity, its use should be modified to some degree in order to align with the further validity analyses described in this paper.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"91 - 106"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1846967","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49356932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-08DOI: 10.1080/19477503.2020.1827664
Jemimah L. Young, Jahneille Cunningham
ABSTRACT Young Black women face dual marginality in the classroom due to longstanding racial and gender stereotypes. However, critical examinations of their academic dispositions remain relatively absent from current discourse on Black student achievement. The mathematics dispositions of Black girls (N = 1707) who completed the High School Longitudinal Study of 2009/2012 (HSLS:09/12) were analyzed through cluster analysis. The results of this study suggest that the mathematics dispositions of young Black women can be characterized in four distinct categories. Within these categories, several trends that carry direct implications for the preparation and motivation of young Black women in mathematics are provided.
{"title":"Repositioning Black Girls in Mathematics Disposition Research: New Perspectives from QuantCrit","authors":"Jemimah L. Young, Jahneille Cunningham","doi":"10.1080/19477503.2020.1827664","DOIUrl":"https://doi.org/10.1080/19477503.2020.1827664","url":null,"abstract":"ABSTRACT Young Black women face dual marginality in the classroom due to longstanding racial and gender stereotypes. However, critical examinations of their academic dispositions remain relatively absent from current discourse on Black student achievement. The mathematics dispositions of Black girls (N = 1707) who completed the High School Longitudinal Study of 2009/2012 (HSLS:09/12) were analyzed through cluster analysis. The results of this study suggest that the mathematics dispositions of young Black women can be characterized in four distinct categories. Within these categories, several trends that carry direct implications for the preparation and motivation of young Black women in mathematics are provided.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"29 - 42"},"PeriodicalIF":0.0,"publicationDate":"2020-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1827664","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48684636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-22DOI: 10.1080/19477503.2020.1831173
Teresa K. Dunleavy, Alison S. Marzocchi, Maisie L. Gholson
ABSTRACT In this paper, teacher educators located at three different universities across the United States share findings emerging from our collaboration around a suite of three activities that engage our teacher candidates (TCs) around their identities as future mathematics teachers. In particular, our TCs engaged in a suite of identity-based activities in order to promote reflexivity across dimensions in a way that we argue is not possible through a single activity. We implemented activities to promote our TCs’ reflexivity, as well as to engage in critical self-reflection on our own practice as mathematics teacher educators. We explore the relationship between multidimensional reflexivity and beginning teachers who hold commitments toward justice and equity in mathematics education. Three activities – a mathematics autobiography, a silhouette, and an identity card sort – were selected, modified, implemented, and reflected on across our secondary mathematics methods courses, with the goal of promoting reflexivity across dimensions. We refer to reflexivity across dimensions as one’s ability to explore one’s identity within various analytical frames. The autobiography, silhouette, and card sort offered opportunities for TCs to explore the dimensions of their narrative, discursive, and categorical reflexivity, respectively. We found that TCs engaged in continual questioning and perturbing of their positions in society in ways that contributed to their sense of self and promoted reflexivity across the dimensions of TCs’ mathematics identities.
{"title":"Teacher Candidates’ Silhouettes: Supporting Mathematics Teacher Identity Development in Secondary Mathematics Methods Courses","authors":"Teresa K. Dunleavy, Alison S. Marzocchi, Maisie L. Gholson","doi":"10.1080/19477503.2020.1831173","DOIUrl":"https://doi.org/10.1080/19477503.2020.1831173","url":null,"abstract":"ABSTRACT In this paper, teacher educators located at three different universities across the United States share findings emerging from our collaboration around a suite of three activities that engage our teacher candidates (TCs) around their identities as future mathematics teachers. In particular, our TCs engaged in a suite of identity-based activities in order to promote reflexivity across dimensions in a way that we argue is not possible through a single activity. We implemented activities to promote our TCs’ reflexivity, as well as to engage in critical self-reflection on our own practice as mathematics teacher educators. We explore the relationship between multidimensional reflexivity and beginning teachers who hold commitments toward justice and equity in mathematics education. Three activities – a mathematics autobiography, a silhouette, and an identity card sort – were selected, modified, implemented, and reflected on across our secondary mathematics methods courses, with the goal of promoting reflexivity across dimensions. We refer to reflexivity across dimensions as one’s ability to explore one’s identity within various analytical frames. The autobiography, silhouette, and card sort offered opportunities for TCs to explore the dimensions of their narrative, discursive, and categorical reflexivity, respectively. We found that TCs engaged in continual questioning and perturbing of their positions in society in ways that contributed to their sense of self and promoted reflexivity across the dimensions of TCs’ mathematics identities.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"9 2","pages":"43 - 58"},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1831173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41305632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-19DOI: 10.1080/19477503.2020.1827663
C. Jett
ABSTRACT Equity-related issues are a critical contemporary concern in mathematics education, and one specific area that has been taken up deals with equitable instructional modalities. However, the focus of many of these discussions, meetings, and publications is on K–12 mathematics education. This study reports on one aspect of an ongoing, equity issue in undergraduate mathematics education – face-to-face versus online mathematics instruction. In so doing, it investigates this issue surrounding online mathematics learning with African American (Both African American and Black are used interchangeably throughout this article, and these terms refer to students who were born and completed their schooling in the United States.) male Science, Technology, Engineering, and Mathematics (STEM) majors who have successfully completed the Calculus sequence using a critical race perspective. Findings show that these Black men did not prefer online mathematics instruction. Recommendations are shared to deal with the qualms and quarrels of online mathematics and ultimately better prepare African American male students for STEM majors.
{"title":"The Qualms and Quarrels with Online Undergraduate Mathematics: The Experiences of African American Male STEM Majors","authors":"C. Jett","doi":"10.1080/19477503.2020.1827663","DOIUrl":"https://doi.org/10.1080/19477503.2020.1827663","url":null,"abstract":"ABSTRACT Equity-related issues are a critical contemporary concern in mathematics education, and one specific area that has been taken up deals with equitable instructional modalities. However, the focus of many of these discussions, meetings, and publications is on K–12 mathematics education. This study reports on one aspect of an ongoing, equity issue in undergraduate mathematics education – face-to-face versus online mathematics instruction. In so doing, it investigates this issue surrounding online mathematics learning with African American (Both African American and Black are used interchangeably throughout this article, and these terms refer to students who were born and completed their schooling in the United States.) male Science, Technology, Engineering, and Mathematics (STEM) majors who have successfully completed the Calculus sequence using a critical race perspective. Findings show that these Black men did not prefer online mathematics instruction. Recommendations are shared to deal with the qualms and quarrels of online mathematics and ultimately better prepare African American male students for STEM majors.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"18 - 28"},"PeriodicalIF":0.0,"publicationDate":"2020-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1827663","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46237455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-12DOI: 10.1080/19477503.2020.1827662
Frances k. Harper, Eryn M. Maher, H. Jung
ABSTRACT Using mathematics as a tool to interrogate (in)justice and take action toward a more socially just world in PreK–12 mathematics shows promise for disrupting marginalization of Black and Brown students. Teachers, however, work within broader systems, structures, and discourses that shape their decisions and actions. Consequently, they likely feel imbalance, and attempts to manage tensions may inadvertently perpetuate whiteness – the ideologies that value the white racial group over others. To explore this phenomenon, we asked: How do white teachers learning to teach mathematics for social justice disrupt whiteness in mathematics education, and how do they perpetuate whiteness? We examined two newly practicing teachers’ social justice mathematics lesson planning, enactment, and reflection through a framework for the operation of whiteness in mathematics education. Findings provide insights into the perpetuation and disruption of whiteness in the institutional and labor dimensions of mathematics teaching and learning as teachers sought to balance mathematics and social justice goals and connect to Black and Brown students’ experiences. We discuss implications for the continued learning of social justice teaching and the development of resources to support disruption of whiteness in mathematics education.
{"title":"Whiteness as a Stumbling Block in Learning to Teach Mathematics for Social Justice","authors":"Frances k. Harper, Eryn M. Maher, H. Jung","doi":"10.1080/19477503.2020.1827662","DOIUrl":"https://doi.org/10.1080/19477503.2020.1827662","url":null,"abstract":"ABSTRACT Using mathematics as a tool to interrogate (in)justice and take action toward a more socially just world in PreK–12 mathematics shows promise for disrupting marginalization of Black and Brown students. Teachers, however, work within broader systems, structures, and discourses that shape their decisions and actions. Consequently, they likely feel imbalance, and attempts to manage tensions may inadvertently perpetuate whiteness – the ideologies that value the white racial group over others. To explore this phenomenon, we asked: How do white teachers learning to teach mathematics for social justice disrupt whiteness in mathematics education, and how do they perpetuate whiteness? We examined two newly practicing teachers’ social justice mathematics lesson planning, enactment, and reflection through a framework for the operation of whiteness in mathematics education. Findings provide insights into the perpetuation and disruption of whiteness in the institutional and labor dimensions of mathematics teaching and learning as teachers sought to balance mathematics and social justice goals and connect to Black and Brown students’ experiences. We discuss implications for the continued learning of social justice teaching and the development of resources to support disruption of whiteness in mathematics education.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"13 1","pages":"5 - 17"},"PeriodicalIF":0.0,"publicationDate":"2020-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1827662","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46810259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/19477503.2020.1836458
G. Krause, Juanita M. Silva, Jair J. Aguilar
ABSTRACT We worked to identify how the availability of two languages, Spanish and English, facilitates the teaching of mathematics when instruction is centered on students’ mathematical thinking. We present results of interactions between seven bilingual pre-service teachers and seven bilingual 5th-graders working on fractions. Using a theoretical framework focused on the use of one-on-one interviews, translanguaging, and responsive teaching, we identified two aspects of language in teaching mathematics in the bilingual classroom: (a) language as a hidden resource that bilingual teachers possess and (b) language as a resource not isolated from teaching mathematics. We argue that these two aspects are situated in, and integrated into, the practice of teaching and in this way should be part of the preparation of bilingual teachers.
{"title":"Bilingual Pre-service Teachers and Their Opportunities to Learn","authors":"G. Krause, Juanita M. Silva, Jair J. Aguilar","doi":"10.1080/19477503.2020.1836458","DOIUrl":"https://doi.org/10.1080/19477503.2020.1836458","url":null,"abstract":"ABSTRACT We worked to identify how the availability of two languages, Spanish and English, facilitates the teaching of mathematics when instruction is centered on students’ mathematical thinking. We present results of interactions between seven bilingual pre-service teachers and seven bilingual 5th-graders working on fractions. Using a theoretical framework focused on the use of one-on-one interviews, translanguaging, and responsive teaching, we identified two aspects of language in teaching mathematics in the bilingual classroom: (a) language as a hidden resource that bilingual teachers possess and (b) language as a resource not isolated from teaching mathematics. We argue that these two aspects are situated in, and integrated into, the practice of teaching and in this way should be part of the preparation of bilingual teachers.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"12 1","pages":"289 - 303"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1836458","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41412041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-10-01DOI: 10.1080/19477503.2020.1824287
Beth L. MacDonald, J. Hunt, Kristy Litster, Allison L. Roxburgh, M. Leitch
ABSTRACT Subitizing, a quick apprehension of the numerosity of a small set of items, has been found to explain students’ number understanding when counting. We utilized a constructivist teaching experiment methodology to investigate how the counting and subitizing activity of one student, Diego, related to his number understanding (described by his pre-numerical units construction) when solving early number tasks. Subitizing and counting tasks were designed to assess and leverage Diego’s pre-numerical units development. Findings indicated that as Diego’s pre-numerical units included more than one way to construct five, he still relied on external material. Implications of this study suggest that task design should be grounded in unique aspects of student reasoning and should be designed to promote students’ partitioning as well as use of finger patterns, pointing, and number words.
{"title":"Diego’s Number Understanding Development through His Subitizing and Counting","authors":"Beth L. MacDonald, J. Hunt, Kristy Litster, Allison L. Roxburgh, M. Leitch","doi":"10.1080/19477503.2020.1824287","DOIUrl":"https://doi.org/10.1080/19477503.2020.1824287","url":null,"abstract":"ABSTRACT Subitizing, a quick apprehension of the numerosity of a small set of items, has been found to explain students’ number understanding when counting. We utilized a constructivist teaching experiment methodology to investigate how the counting and subitizing activity of one student, Diego, related to his number understanding (described by his pre-numerical units construction) when solving early number tasks. Subitizing and counting tasks were designed to assess and leverage Diego’s pre-numerical units development. Findings indicated that as Diego’s pre-numerical units included more than one way to construct five, he still relied on external material. Implications of this study suggest that task design should be grounded in unique aspects of student reasoning and should be designed to promote students’ partitioning as well as use of finger patterns, pointing, and number words.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"12 1","pages":"275 - 288"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1824287","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45054002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-24DOI: 10.1080/19477503.2020.1811025
R. Mistretta
ABSTRACT The importance of practical learning environments for developing preservice teachers’ (PSTs’) dispositions and skills for teaching mathematics is underscored in a growing body of literature. Hence, teacher preparation programs often include methods courses embedded within K-12 schools. Utilized to a lesser extent; however, are campus-based interactions with school-aged children. Through action research, I investigated how such communications embedded within a mathematics methods course influenced PSTs’ learning. Findings portray the interactions serving as authentic reference points that helped anchor PSTs’ stance for teaching mathematics visually. In addition, PSTs noted an element of connectedness permeating the interactions that supported course learning. I do not imply that campus-based interactions replace school-based ones. Rather, I highlight features for mathematics teacher educators (MTEs) to consider when designing learning experiences both within schools and on campus.
{"title":"Learning with and from School-Aged Children: Implications for Mathematics Methods Coursework Design","authors":"R. Mistretta","doi":"10.1080/19477503.2020.1811025","DOIUrl":"https://doi.org/10.1080/19477503.2020.1811025","url":null,"abstract":"ABSTRACT The importance of practical learning environments for developing preservice teachers’ (PSTs’) dispositions and skills for teaching mathematics is underscored in a growing body of literature. Hence, teacher preparation programs often include methods courses embedded within K-12 schools. Utilized to a lesser extent; however, are campus-based interactions with school-aged children. Through action research, I investigated how such communications embedded within a mathematics methods course influenced PSTs’ learning. Findings portray the interactions serving as authentic reference points that helped anchor PSTs’ stance for teaching mathematics visually. In addition, PSTs noted an element of connectedness permeating the interactions that supported course learning. I do not imply that campus-based interactions replace school-based ones. Rather, I highlight features for mathematics teacher educators (MTEs) to consider when designing learning experiences both within schools and on campus.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"12 1","pages":"261 - 274"},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19477503.2020.1811025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47326509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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