Reflections Across Community Mathematics Explorations

• In Event: Community Mathematics Explorations 2.0: Expanding on the Work of TEACH Math

Abstract

The purpose of this study is to report on the individual reflections associated with elementary PTs’ experiences of creating a Community Mathematics Exploration during their elementary mathematics methods course. This is important to study, as reflections can be a valuable learning tool that offers the opportunity to think back on one’s experiences as a means to understand what had occurred (Schon, 1983).

Mathematics educators agree that connecting mathematics instruction to familiar experiences in homes and communities is important in supporting student learning (Civil, 2002; Gonzalez, Andrade, Civil, & Moll, 2001; Author, 2012a). However, many elementary preservice teachers (PT) did not experience this type of learning mathematics in their own student learning days. This creates a challenge for mathematics teacher educators, as schools today tend to be very diverse in nature (Foote et al., 2013). Mathematics teacher educators need to offer opportunities that help PT learn how to connect their mathematics teaching to the everyday experiences of their students to foster successful mathematics learning (Author, 2016; Leonard, 2008).

The TEACH Math CME module addresses this need. The CME offers PT the opportunity to learn about their students and their families’ home and community knowledge, investigate the mathematics in their students’ community and create a mathematics lesson that ties this together for the purpose of learning mathematics.

The participants were 33 PTs (twenty-four White, five Asian, two Latina, two Indian) enrolled in an elementary mathematics methods course in an urban/suburban university. The PT worked in small groups to create a lesson that centered on the mathematics they observed in their students’ communities. They presented their community site and lesson plans to their peers in a community faire format, and then individually wrote a reflection.

An iterative analysis (Bogdan & Biklen, 2006) was conducted by demarcating each question to identify key words and phrases across the participants. A thematic development of the narratives, utilizing an emergent coding scheme (Marshall & Rossman, 2006), was used to organize and sort the reflections. Particular phrases or sentences were highlighted from the reflections to summarize key patterns across participants’ responses. Each thematic category was titled using a composite of the PT own words to encapsulate the essence of the narratives.

Results generated many themes. Examples of the themes derived from the PTs’ reflections include: Embracing the community mathematics connection, So much math, Discovering diversity, Limitless links, Building classroom community, CME = student engagement and much more, Real math versus school math, Expanding the depths of mathematical learning, Equity for All, and Shaping My Mathematics Teaching Philosophies

The reflections of the PT indicates that the CME is one way in which mathematics teacher educators can help PT to recognize the importance of making connections in their mathematics teaching that promote student learning. By analyzing key questions from the reflections written by PT upon completing their CME, it is clear that this Teach Math module has the potential to guide teachers in their planning and implementation of mathematics lessons.

Author

• Kathleen Jablon Stoehr, Santa Clara University