Developing Prospective Teachers’ Awareness of the Common Core in Elementary Methods and Content Courses

• In Event: Roundtable Session 7
  In Roundtable Session: Research in Mathematics Education SIG Roundtable 2

Abstract

The actions Mathematics Teacher Educators (MTEs) utilize in their content or methods courses provide a lens through which prospective teachers can learn to interpret and examine elementary students’ mathematical responses, and subsequently provide appropriate challenges, modifications, and interventions to address students’ mathematical needs. However, there is little empirical evidence that describes MTEs’ practices as they address the Common Core State Standards for Mathematics (CCSSM) in their courses. This qualitative case study uses a situated sociocultural lens to provide an innovative foundation for both practice and policy in mathematics education by describing the nature of how three MTEs discuss the CCSSM in their content or methods courses.

Authors

• Kelley Elizabeth Buchheister, University of South Carolina

• Christa Jackson, University of Kentucky

• Cynthia E. Taylor, Millersville University of Pennsylvania