Preservice Teacher Knowledge and Transfer of Mathematics Intervention Practices

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-1 - Advancing Research on Preservice Teachers' Mathematical Knowledge for Teaching

Abstract

There is a current need for research in how pre-service programs prepare future teachers to intervene mathematically with at-risk students. The purpose of this study was to examine elementary pre-service teachers’ transfer of learning about mathematics intervention in relation to an RTI framework. Data sources included focus group interviews with pre-service teachers and document analysis of a required field-based course assignment known as the Mathematics Interactions Project (MIP). Haskell’s transfer theory was used as the framework to analyze the data. Findings indicate that pre-service teachers’ transferred knowledge of mathematics instructional practices including the use of manipualtives, lesson planning, and assessment to a field-based setting. However, only pre-service teachers’ with prior experiences with RTI conceptualized the assignment as RTI in action.

Authors

• Amanda R Hurlbut, Texas Woman's University

• Jeanne L. Tunks, University of North Texas