Preservice Teachers' Perceptions of Visual Elements Reflected in Critiquing Sample Textbook Problems

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Diverse Inquiry, Common Content: Examining Equity and Practice in Mathematics Education

Abstract

The purpose of this study is to explore the ways in which pre-service teachers (PSTs) view, interpret, and utilize visual elements in mathematics curriculum. Using a three-part assignment, the researchers were able to ascertain what PSTs consider strengths and weaknesses of visual elements; how they view the primary goals of visual elements; and how they would work to modify or adapt existing visual representations with effective teaching in mind. By using the Curricular Noticing Framework, the researchers were able to better understand how PSTs recognize opportunities within mathematics curriculum, as well as gain a deeper understanding regarding how PSTs prior experiences may affect their curricular-attending habits, which has consequences for their future teaching.

Authors

• Ji Eun Lee, University at Albany - SUNY

• Danielle T Ligocki, Oakland University