Investigating a Design Framework to Support Preservice Teachers' Perspectives Regarding Access, Equity, and Productive Struggle

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-4 - Developing Preservice Teachers' Math Knowledges and Practices

Abstract

The research reported in this paper sought to investigate the design of learning experiences in an elementary mathematics methods course focused on supporting pre-service teachers (PSTs) to understand the complexity of mathematics teaching. Specifically, the study draws on cognitive flexibility theory to guide the design and use of cases. Cases were conjectured to support PSTs’ perspectives regarding accessible and equitable learning environments and the practice of supporting productive struggle. Data indicates that PSTs’ case reflections were overwhelmingly reductive, foregrounded personal experiences at the expense of viewing cases from a broader instructional lens, demonstrated binary thinking, and portrayed perspectives on mindsets that do not support perspectives related to productive struggle. Findings from this study inform the efficacy of the design.

Authors

• Keri Duncan Valentine, West Virginia University

• Johnna Bolyard, West Virginia University

• Sean Freeland, West Virginia University