Learning to Teach Mathematics Through Lesson Study: Minority Preservice Teachers in Urban Elementary School Classrooms

• In Event: 72.046 - Pre- and In-Service Issues in Urban Settings

Abstract

Following qualitative research methodology and contextualized in an urban college’s teacher education program and its partnership elementary schools, this study explores the process of development of effective mathematics teachers and the impact of lesson study and pedagogical content knowledge, on teaching practices of minority preservice teachers. This study focuses on developing and deepening 11 prospective teachers’ mathematics pedagogical content knowledge by requiring to study the effectiveness of their own teaching practices through lesson study during their clinical practice year. Findings reveal that most of these preservice teachers changed their mathematical identities and beliefs about teaching mathematics in positive ways to be more in accordance with reform oriented practices. Implications for urban preservice teacher education programs are discussed.

Author

• Rupam Saran, Medgar Evers College - CUNY