Tensions and Dilemmas in Designing a Community-Based Mathematics Course for Preservice Teachers

• In Event: Poster Session 5
  In Poster Session: Showcasing the Diverse Facets of Self-Study Research (Organized by James A. Muchmore)

Abstract

This study is an inquiry into our practice as co-designers of a master’s level class for pre-service teachers. The goal of the class was to provide pre-service teachers with the opportunity and guidance to both experience and design math lessons based on community-based contexts. We therefore served a dual role as teachers implementing community-based mathematics lessons as well as teacher educators teaching about the design and pedagogy involved in such lessons. Our research describes the major tensions and dilemmas that emerged as we served these two roles and the deeper and more nuanced understanding we have developed about the process of both designing community-based mathematics lessons and teaching teachers about this process.

Authors

• Vivian Y. Lim, University of Pennsylvania

• Luke T. Reinke, University of Pennsylvania