How K–16 Math Experiences Are Shaping and Impacting Preservice Math Teachers

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

Abstract

This study examines the kinds of K-16 experiences pre-service teachers (PSTs) bring to teacher education programs (TEPs). Through the use of narrative/autobiographical accounts, PSTs revealed the evolution of their dispositions towards mathematics throughout K-16. The life histories of PSTs shed light on factors, events, experiences which these PSTs considered as having contributed to the breakdown of their subject matter learning due to conflicts that was surfaced during social identification. Descriptions of critical incidents that marked this breakdown were revealed. TEPs can leverage these salient events in various manners, prompting PSTs to reconfigure their notions surrounding effective mathematic learning and teaching.

Author

• Kayce Mastrup, University of California - Davis