Preservice Mathematics Teachers' Curriculum Visualization

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Measurement, Micro-Teaching, and Mathematics Education

Abstract

The purpose was to investigate how preservice teachers draw upon curriculum materials to design an elementary mathematics lesson. We engaged preservice elementary licensure students in a four-part process of analyzing mathematics curriculum, planning a lesson based on the materials, demonstrating their visualization of enactment through an animation, and reflecting on the process. We present a case study of one focal pair to analyze their decision making with respect to curricular adaptations, and specifically the introductory launch portion of the lesson. Findings indicate that the pair modified the curricular materials to model mathematical aspects of fractions and introduced materials not mentioned in the curriculum with which they believed children would be familiar. The adaptations altered the mathematical rigor of the lesson.

Authors

• Julie Amador, University of Idaho

• Darrell Earnest, University of Massachusetts - Amherst