Moving Toward Positive Mathematics Teaching Journeys: Preservice Teachers’ Reflections on the Child Mathematics Inquiry Portfolio

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Abstract

This paper examines how the Child Mathematics Inquiry Portfolio (CMIP), a field experience project attached to an elementary mathematics methods course, can impact preservice teachers' beliefs about teaching and learning mathematics and set them on more positive mathematics teaching journeys as they prepare to enter the field. This study was contextualized in undergraduate and graduate elementary mathematics methods courses with 92 participants over two academic years. Data came from preservice teachers' reflections on the child inquiry process. Findings reveal that CMIP impacted preservice teachers in the following areas: differentiated instruction, mathematical confidence, bridge between mathematics methods course, textbook, and actual classroom experience, greater understanding of the role of a mathematics teacher, and personal. Implications for mathematics teacher education are discussed.

Author

• Joan Gujarati, Manhattanville College