Investigating Secondary Mathematics Preservice Teachers’ Instructional Vision: Learning to Teach Through Pedagogies of Practice

2020 ◽  
pp. 002248712096593
Author(s):  
Fran Arbaugh ◽  
Duane Graysay ◽  
Ben Freeburn ◽  
Nursen Konuk
Keyword(s):  
Preservice Teachers ◽  
Secondary Mathematics ◽  
Methods Course ◽  
Mathematics Methods ◽  
Group Discussions ◽  
Individual Interviews ◽  
Mathematics Methods Course ◽  
Instructional Vision ◽  
Constant Comparative Analysis

The purpose of this study was to investigate changes in a cohort of secondary preservice teachers’ (PSTs) vision of the role of a teacher within the context of a mathematics methods course designed around pedagogies of practice. We analyzed data collected in the first and last 2 weeks of the course, consisting of recordings of small- and whole-group discussions, PSTs’ written work, and individual interviews. We first coded using Munter’s Role of Teacher rubric and identified significant differences between beginning-of-semester data and end-of-semester data. We then conducted three rounds of constant comparative analysis resulting in four themes that describe the changes in visions of role of teacher. Findings indicate that engaging in pedagogies of practice in preservice education has the potential to influence PSTs’ visions of their role as mathematics teachers. This study extends both the literatures on pedagogies of practice and on teachers’ instructional vision.

Developing an Online Mathematics Methods Course for Preservice Teachers

2014 ◽  
pp. 308-317
Author(s):  
Drew Polly
Keyword(s):  
Preservice Teachers ◽  
Graduate Students ◽  
Online Courses ◽  
Theoretical Background ◽  
Methods Course ◽  
Mathematics Methods ◽  
Mathematics Pedagogy ◽  
Design Based Research ◽  
Mathematics Methods Course ◽  
Online Mathematics

This chapter presents the theoretical background and overview of the design of an asynchronous online mathematics pedagogy course taken by graduate students who are seeking their initial teacher certification. The authors provide the theoretical underpinnings for the design of the course, and then using design-based research, describe the refinement of the course over three iterations of designing and implementing the course. Lastly, implications for the design and delivery of asynchronous online courses are discussed.

Adding a New Dimension to Teaching Mathematics Educators

2019 ◽  
pp. 390-412
Author(s):  
Anna Wan ◽  
Jessica Ivy
Keyword(s):  
3D Printing ◽  
Digital Fabrication ◽  
Secondary Mathematics ◽  
Self Report ◽  
Methods Course ◽  
Fabrication Technology ◽  
Mathematics Methods ◽  
Mathematical Content ◽  
Mathematics Methods Course ◽  
Post Assessment

Technology has the potential to transform the classroom, build access to new mathematical content, and provide access to students through unique representations. For this study, the authors considered the transformational promise of digital fabrication technology, specifically 3D printing, in a setting comprised of pre-service teachers. An introduction to digital fabrication session was implemented in a secondary mathematics methods course. Participants were assessed both prior to the experience and after, using an adapted TPACK developmental self-report survey to consider TPACK themes and subthemes. In this chapter, the authors describe ideas that emerged from narratives provided by participants, patterns of change noted from pre- to post-assessment, and three cases that emerged representing students who experienced the most positive changes, most negative changes, and least amount of change on self-perceived levels.

Pask and Ma Join Forces in an Elementary Mathematics Methods Course

2008 ◽  
pp. 252-263
Author(s):  
Jean Morrow ◽  
Janet Holland
Keyword(s):  
Preservice Teachers ◽  
Conceptual Understanding ◽  
Elementary Mathematics ◽  
Procedural Knowledge ◽  
Methods Course ◽  
Instructional Designers ◽  
Mathematics Methods ◽  
Mathematics Methods Course ◽  
Conversation Theory ◽  
Elementary Mathematics Methods

This chapter introduces conversation theory as a means of creating an active learning environment in an elementary mathematics methods course. It argues that such an environment, designed for undergraduate candidates in teacher education, will engage the learners in the task of developing deep conceptual understanding to support and give rationale to the procedural knowledge most of them already have. Furthermore, the authors hope that an understanding of conversation theory as applied to teaching mathematics will help instructors and instructional designers to facilitate preservice teachers’ engagement in reaching a deep conceptual understanding of the mathematics they are preparing to teach.

Preparing Preservice Teachers for Inclusive Coteaching: A New Approach for Mathematics Methods Instruction

2005 ◽  
Vol 11 (7) ◽  
pp. 384-389
Author(s):  
Lisa J. Carnell ◽  
Mariann W. Tillery
Keyword(s):  
Preservice Teachers ◽  
Special Needs ◽  
Instructional Strategies ◽  
Elementary Mathematics ◽  
Methods Course ◽  
Mathematics Methods ◽  
Special Needs Students ◽  
New Approach ◽  
Teaching Models ◽  
Mathematics Methods Course

How a three-week module was inserted into an elementary mathematics methods course in order to demonstrate co-teaching models for preservice teachers and to provide preservice teachers with instructional strategies for special needs students.

Research, Reflection, Practice: Writing to Reflect in a Mathematics Methods Course

2003 ◽  
Vol 10 (2) ◽  
pp. 112-118
Author(s):  
Alfinio Flores ◽  
Carmina Brittain
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Prospective Teachers ◽  
Writing To Learn ◽  
Preservice Elementary Teachers ◽  
Methods Course ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Mathematics Methods Course ◽  
Principles And Standards

For more than a decade, several authors have highlighted the benefits to students of writing to learn mathematics. Writing is an important component of communication in the classroom. As Principles and Standards for School Mathematics (NCTM 2000) notes, “Writing in mathematics can also help students consolidate their thinking because it requires them to reflect on their work and clarify their thoughts about the ideas developed in the lesson” (p. 61). Teachers probably will not use this tool, however, unless they have had the experience themselves of writing in relation to mathematics. This article presents a brief review of the benefits of students writing to learn mathematics. In the second part of the article, we invite the reader to consider another possible use of writing: as a tool to help preservice teachers reflect on their own growth as they learn to teach mathematics. We discuss some of the benefits that writing has for prospective teachers and present examples of preservice elementary teachers' writing that were collected in several one-semester undergraduate mathematics methods courses that the first author taught. The second author participated as a student in one of the courses. In a second article to be published in this journal, we will focus on the process of writing and writing for an audience.

Research, Reflection, Practice: Implications of Research on Children's Understanding of Geometry

2000 ◽  
Vol 6 (9) ◽  
pp. 572-576
Author(s):  
Thomas Fox
Keyword(s):  
Preservice Teachers ◽  
Geometric Reasoning ◽  
Methods Course ◽  
Instructional Decisions ◽  
Mathematics Methods ◽  
School Students ◽  
Research Findings ◽  
Mathematics Methods Course ◽  
Do So

In my mathematics methods course for preservice teachers, I ask my students to assess a group of elementary school students concerning their level of geometric reasoning. To do so, they use tasks that focus on assessing and extending students' geometric understandings. These open-ended tasks, along with a framework developed from research findings involving children's geometric reasoning, are described in this article. An important aspect of these tasks is that they focus on how students communicate their reasoning so that my preservice teachers can make more informed instructional decisions when planning a follow-up geometry lesson. Research on geometric reasoning has shown that a match between students' reasoning level and instructional tasks is crucial if meaningful learning is to occur (Crowley 1987).

The Tangram Conundrum

2001 ◽  
Vol 6 (7) ◽  
pp. 394-399
Author(s):  
Debra H. Thatcher
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Methods Course ◽  
Spatial Relationships ◽  
Mathematics Methods ◽  
Mathematical Concepts ◽  
Area And Perimeter ◽  
Mathematics Methods Course

The tangram is a versatile manipulative used to teach and learn such concepts as shapes, spatial relationships, fractions, percents, area, and perimeter. When I introduce it to undergraduate preservice teachers, they are drawn to the tangram because of the creative ways in which the shapes can form images; the book Grandfather Tang's Story (Tompert 1990) illustrates this quality well. The preservice teachers are surprised to find that this simple manipulative can challenge their understanding of some mathematical concepts taught in middle school. This article describes an investigation conducted by preservice teachers enrolled in a mathematics methods course.

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