Evaluating Preservice Teachers' Selection, Evaluation, and Modification of Divergent Mathematics Curricular Materials

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-2 - Teacher Preparation in Mathematics Education

Abstract

Decades of research call for more curriculum study in teacher preparation programs. This is particularly salient for reform-oriented mathematics education because traditional curricular materials are widely used the field. The purpose of this study is to investigate how preservice elementary teachers (PSTs) attend to and modify the educative features of textbook lessons presented in both traditional and standards-based curriculum materials. The 135 PSTs were provided various curricular materials and were asked choose one to create a detailed lesson plan. Their written reflections were analyzed to identify the nature and frequency of identified curricular features. Results show a preference for traditional teaching supports, a desire for more interactive activities, a neglect of assessment practices, and evidence of teacher learning.

Authors

• Ji-Won Son, University at Buffalo - SUNY

• Michael Radosta, University at Buffalo - SUNY