Examining Elementary Preservice Teachers’ Mathematical Teacher Knowledge Development Through Participation in Microteaching Lesson Study

• In Event: Diverse Strategies for Preservice Teaching in K-12 Mathematics Classrooms Locally and Abroad

Abstract

This study used a parallel-mixed methods research design to investigate the relationship between elementary preservice teachers’ development in mathematical teacher knowledge and three possible Microteaching Lesson Study (MLS) mentor interaction structures during debriefing sessions. Participants included 103 elementary preservice teachers, 72 in the MLS group and 31 in a non-MLS group, enrolled in a mathematics methods course at a southern urban university. Data sources included a pre and post assessment, group developed lesson plans and final report, a feedback survey, and transcripts of audio-recorded debriefing sessions. Results of the analysis of mathematical teacher knowledge growth suggest elementary preservice teachers require the support of the MLS mentor during the first two debriefing sessions in order to fully benefit from the process.

Authors

• Roxanne Valerie Molina, Florida International University

• Maria Lorelei Fernandez, Florida International University