Envisioning Mathematics Teaching: A Study of Prospective Teachers' Representations of a Class Discussion

• In Event: 75.061 - Roundtable Session 34
  In Roundtable Session: 75.061-2 - Mathematics Teacher Education

Abstract

This presentation reports on a study of elementary prospective teachers’ representations of mathematics teaching. An innovative research prompt – one that requests participants to represent in classroom dialogue form their teaching moves when facilitating a whole class discussion—was used to elicit and study the hypothetical mathematics teaching practice of prospective teachers at different points in time during their mathematics teacher preparation program. The classroom dialogues are analyzed with respect to their mathematical and pedagogical qualities and discussed in relation to a curricular trajectory for elementary prospective teacher’s learning. This study argues that classroom dialogue representations provide an important lens on prospective teachers’ development as students of mathematics teaching and can be important pedagogical tools for mathematics teacher educators.

Author

• Sandra M. Crespo, Michigan State University