Preservice Teachers' Beginning Competencies of Incorporating Standards for Mathematical Practices With Content Standards

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: Practice Makes Perfect? Mistakes, Models, and Matters in Mathematics Education

Abstract

This study examined extent to which preservice teachers (PSTs) enrolled in an integrated mathematics content and methods course planned and incorporated the Common Core State Standards for Mathematical Practices (SMPs) and the content standards as they planned and enacted a mathematics lesson. Results revealed that PSTs purposefully identified SMPs as they planned the lessons and there was evidence that they incorporated SMPs as they taught the lesson. The study makes visible the design of the activity and provide insights into PSTs’ beginning practices of integrating SMPs and content standards in a real classroom setting. The success and challenges that PSTs confronted are also explicated, and implications for research are discussed.

Author

• Mary Gichobi, University of Wisconsin - Green Bay