Investigating How Preservice Teachers Think About Mathematical Practices in Approximations of Teaching Practice

• In Event: AERA Poster Session 6
  In Poster Session: Mathematics Education Research Poster Session 2

Abstract

In this study pre-service teachers completed three tasks where they assigned Common Core mathematical practices along with explanations of their assignments to a teacher lesson guide, a student assessment and a video of enacted practice. The designations were compared to those of the authors of the curriculum materials and the explanations were examined. Patterns in pre-service teachers’ interpretations of the practices emerged that suggest there may be common ways that novice teachers interpret the practices that could help to inform mathematics teacher educators on ways to support pre-service teachers in their coursework and field experiences to help them become competent beginning teachers capable of leveraging curriculum materials to support students’ work with the practices.

Author

• Jillian Peterson Mortimer, University of Michigan - Ann Arbor