Knowing Is Not Enough: Developing Curricula That Force Reflection Through Action Research

• In Event: Roundtable Session 104
  In Roundtable Session: Learning From Impact of Action Research on Preservice Teachers

Abstract

The current climate of accountable in education is expanding to colleges of education suggesting that teacher educators examine their practice and provide evidence of its effectiveness. This action research study took place over a period of five years. We began by recognizing that our approach to teaching elementary teachers about early place value concepts did not force reflection upon important mathematical concepts. After identifying essential place value concepts, we created a curricula that forced reflection upon these concepts and documented its effectiveness in enhancing teachers’ understanding of effective number systems. This presentation describes our curricula, the action research process we used, and what we learned about developing teachers’ place value knowledge.

Authors

• Jo A. Cady, The University of Tennessee

• Theresa M. Hopkins, The University of Tennessee

• Kristin T. Rearden, The University of Tennessee