Making Connections to Children's Multiple Mathematical Knowledge Bases in Student Teaching

• In Event: 16.039 - Supports, Challenges, and Practices of Early-Career K–8 Mathematics Teachers to Enact Equitable Mathematics Teaching

Abstract

Theoretical Perspectives: We conceptualize learning to teach as a developmental process that occurs within particular sociocultural contexts (Lave & Wenger, 1991). We draw on research documenting the importance of attending to culture and students’ home and community knowledge (e.g. Lipka et al., 2005) and research documenting the effectiveness of instruction centered on children’s mathematical thinking (e.g., Carpenter, Franke, Jacobs, Fennema, & Empson, 1998). We contend that drawing on children’s MMKB in instruction is an essential component of equitable instructional practice.

Purpose: This paper analyzes the extent to which student teaching participants’ lessons attended to one or both of two areas emphasized in methods class: children’s mathematical thinking and children’s cultural funds of knowledge. Additionally, this paper details the challenges participants discussed in attempting to incorporate these knowledge bases.

Methods. Participants were 21 student teachers from three project sites. Data sources included: field notes and lesson plans from one to three mathematics lesson observations per teacher, pre- and post-observation interviews, and interviews done at the conclusion of student teaching. Field notes and lesson plans were analyzed to determine the ways in which each lesson attended to children’s MMKB. A framework previously developed (Author, 2014) was used to determine how participants had drawn on children’s MMKB. Framework categories included: (a) assumptions about familiar or relevant contexts, (b) knowledge of familiar contexts, (c) mathematizing family practices, (d) identifying mathematics in activities the child engages in, and (e) specific details about children’s mathematical thinking. Interviews were analyzed using a grounded theory approach (Glaser, 1998): themes that emerged were noted, discussed, and analyzed.

Results: Results indicate that participants incorporated children’s MMKB in their student teaching lesson planning by drawing on (a) assumptions they held about familiar or relevant contexts for children (e.g., Valentine’s day), (b) knowledge gained directly from children about familiar contexts (e.g., “Soccer…that’s what they’re really into; even the girls”), and (e) specific knowledge of children’s mathematical thinking (e.g., anticipated struggles). Participants did not focus on (c) or (d) in their lesson plans. These results are consistent with patterns identified with methods participants (Author, 2014).

Concurrently, student teachers expressed confronting challenges in integrating children’s MMKB in instruction as it was “not always feasible” due to curriculum or placement constraints, or was not done by them as frequently as they felt they should. Participants also identified challenges related to supporting children’s mathematical thinking, particularly in anticipating student confusions and in meeting diverse academic needs.

Although participants found connecting to children’s MMKB a challenging practice, many drew on children’s MMKB in their student teaching lesson plans and expressed a commitment to continuing to improve this practice in the future.

Significance: Patterns in student teachers’ practices and reflections indicate that they, across multiple placement contexts, can engage in the work of connecting to children’s MMKB. Student teachers’ ability to identify areas of challenge as a way to inform their future pedagogy is a key component in their development of equitable mathematics teaching practices.

Authors

• Tonya Bartell, Michigan State University

• Mary Q. Foote, Queens College - CUNY