Examining Preservice Teachers’ Perspectives on Writing in the Mathematics Classroom

• In Event: Poster Session 20
  In Poster Session: Effective Mathematics Teaching for Maximizing Learning Opportunities

Abstract

This research was designed to explore secondary mathematics preservice teachers’ (PSTs) conceptions of writing as a tool for learning mathematics before and after authentic engagement in writing tasks. For the study, 22 PSTs engaged in the targeted activities of writing to learn mathematics and reflective practice during a six-week methods course. Results from the study indicate that engagement with and reflection on writing serve as tools for PSTs to think about mathematics in different ways, supporting an expanded view of mathematics that may enhance pedagogical content knowledge.

Authors

• Rachael Kenney, Purdue University

• Melanie Shoffner, Purdue University

• David Norris, Purdue University

• Ileana Cortes Santiago, Purdue University