Supporting Beginning Elementary School Teachers to Develop Mathematical Empathy for Their Students

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Affective and Curricular Aspects of Mathematics Teacher Learning

Abstract

Learning to teach involves both disciplinary and relational work as teachers attempt to create caring learning communities that support meaningful disciplinary engagement for each student. This paper suggests the development of mathematical empathy as a potentially generative activity for teacher learning in which relational and disciplinary aspects of teaching are intertwined and co-constructed. Data from a design-based study of a learning community of first-year teachers are used to elaborate mathematical empathy and to analyze the interactional work involved in this activity. Analyses revealed four discursive practices that supported participants to deeply investigate mathematical content and to consider this content from the perspective of first graders working hard to make sense of mathematics.

Author

• Mallika Scott, California State University - Fullerton