Supporting the Recontextualization of Mathematics Practice From Preparation to Early Practice

• In Event: Roundtable Session 20
  In Roundtable Session: Opportunities and Challenges in Teacher Induction

Abstract

This paper reports on the qualitative case study investigation of a beginning teacher’s recontextualization (Ensor, 2001; Horn, 2008) of mathematics teaching practice and tools with the assistance of content-focused coaching. Research questions focused on: 1) the nature of coaching moves that would be productive in supporting the recontextualization of tools and practice a novice teacher negotiated the transition from the relatively sheltered context of practicum and student teaching to the context of one’s own classroom, and 2) specifically what had to be negotiated in this process. Analysis of case study data reveals two critical dimensions of support: refocusing on the mathematics ideas and reconceptualizing teachers’ models of identity (Wortham, 2006) for teachers and students of mathematics.

Authors

• Marcy Singer-Gabella, Vanderbilt University

• Min-Joung Kim, Louisiana State University