Characterizing Epistemic Practices and Crosscutting Concepts in Mathematics Teacher Education Programs

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-13 - Research in Mathematics Education SIG Poster Session

Abstract

Epistemic practices (e.g., proving) and conceptual learning have gained recent focus in mathematics education. Such a learning focus requires mathematics education faculty and mathematics faculty to engage pre/in-service teachers in epistemic practices and crosscutting concepts central to the discipline as a means of engaging with mathematics content. Although epistemic practices are important vehicles for conceptual development in mathematics, few members of the mathematics education community engage in them. Without experience with these practices and concepts, we cannot expect that future teachers will develop and appropriate them within their practice. This study characterizes university mathematics education programs through analysis of surveys and interviews of mathematics and mathematics education faculty as well as pre/in-service teachers’ development of these practices and concepts.

Authors

• Paul Jason Weinberg, Dr.

• Erika K. Sorensen, Avondale School District