Exploring Connections Between the Practice of Preservice Teachers and Their Mathematical Knowledge and Dispositions

• In Event: 28.078 - The Development of Mathematics Teacher Beliefs, Knowledge, and Practice

Abstract

This paper explores the connection between preservice teachers’ engagement in a particular practice of teaching, namely eliciting student thinking, and the preservice teachers’ mathematical knowledge and mathematical dispositions. To explore the connections, we assessed preservice teachers’ mathematical knowledge of four different approaches to subtraction and their dispositional stance toward the different approaches. Later we engaged them in multiple teaching simulations in which they elicited student thinking about particular approaches to subtraction and understanding of each approach. We describe the assessments, simulations, and initial findings on the connections between mathematical knowledge, disposition, and the teaching practice of eliciting.

Authors

• Meghan M. Shaughnessy, University of Michigan

• Timothy A. Boerst, University of Michigan

• Xueying Ji Prawat, University of Michigan

• Rosalie DeFino, University of Michigan - Ann Arbor