Identifying Preservice Elementary Teachers' Productive Knowledge Resources Around Representations and Arguments in Math and Science

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-7 - Teaching Students to Think Like It: Disciplinary Literacy

Abstract

There have been increased calls for elementary teachers to integrate and connect knowledge across STEM disciplines. Along those lines, previous empirical research has identified known leverage points based on the disciplinary practices of representation and argumentation in math and science. Using the theoretical framework of resource theory, we analyzed data of pre-service teachers (PSTs) participation in open-ended performance assessments in math and science that asked them to utilize their subject matter knowledge and pedagogical content knowledge to address a realistic classroom challenge related to a hypothetical teaching scenario. Results show that the PSTs have a variety of productive knowledge resources related to generating and analyzing arguments and representations. We discuss the implications for elementary STEM teaching and teacher preparation.

Authors

• Lauren Barth-Cohen, University of Utah

• Rachel Francom, University of Utah

• Kevin Greenberg, University of Utah

• Kelly MacArthur, University of Utah

• José Francisco Gutiérrez, University of Utah