The Richness of Mathematics According to Preservice Teachers in a Professional Development School Model

• In Event: Examining the Experiences of Teachers and Teacher Candidates in Professional Development Schools

Abstract

This study examined how 18 female preservice teachers (PSTs) in two sections of a math methods course, which implemented high leverage PDS practices, described the aspects of richness of mathematics (i.e., linking between representations, explanations, mathematical sense-making, multiple procedures or solution methods, patterns and generalizations, and mathematical language) from the mathematical quality of instruction (MQI; Hill et al., 2008) when observing a clinical faculty, their peers, and their own instruction. After analyzing written reflections, reflections in Edthena, and video of whole group debriefs, we found that the PSTs were mainly focused on mathematical language, explanations, and linking between representations. They described mathematical sense-making and patterns and generalization least frequently. Furthermore, their understanding of the domains seemed to be teacher-centered.

Authors

• Lesley King, George Mason University

• Melissa Gallagher, George Mason University

• Jennifer M. Suh, George Mason University