Mathematical Learning Experiences: Leveraging Elementary Preservice Teachers' Existing Perspectives to Support New Understandings

• In Event: 66.031 - New Understandings and New Directions: Innovative Practices to Support Shifts in Preservice Teacher Perspectives

Abstract

The purpose of this research study is to systematically examine pre-service elementary teachers’ mathematics experiences (both positive and negative) to better understand how we may use this information to engage them in a critical examination of mathematics teaching and learning and support their continued growth as mathematics learners and teachers. Our focus is uncovering pre-service teachers’ current perceptions of teaching and learning mathematics and understanding how their experiences in mathematics may influence (in productive and unproductive ways) these perceptions. We are interested in how we can be responsive to this information and use it to support pre-service teachers’ understanding of research-based teaching practices, specifically, engaging students in productive struggle in mathematics.

Authors

• Johnna Bolyard, West Virginia University

• Keri Duncan Valentine, West Virginia University