High-Impact Math Experiences of Teacher Candidates: A Collaborative Self-Study Journey

• In Event: 34.096 - MTCC Roundtable Session 12
  In Roundtable Session: 34.096-13 - Democratizing Learning Environments Through Self-Study

Abstract

This study focused on the collaborative self-study of two math education instructors who taught various math courses to teacher candidates (TCs) pursuing an elementary teaching degree. The collaborative process of comparing, contrasting, and integrating narratives of two instructors enabled our self-study findings to be strengthened beyond the single narrative. Data sources included more than 200 TC math journals, approximately 250 course evaluations, and almost 70 instructor journal entries and observation/meeting notes. This study aimed to answer: What course experiences positively impacted TCs’ confidence as math learners and their development of math knowledge for teaching? The following themes surfaced from the integrated analysis: 1) establishing safe learning environments; 2) modelling effective strategies; 3) increasing difficulty gradually; and 4) promoting productive struggle.

Authors

• Mary Reid, OISE/University of Toronto

• Steven Mark Reid, OISE/University of Toronto