Learning With and From School-Aged Children: Implications for Mathematics Methods Coursework Design

• In Event: Intentions, Strategies, and Entangled Problems of Mathematics Practice

Abstract

Pre-service teachers’ (PSTs') dispositions and skills for teaching mathematics hinge on practical learning environments. Hence, teacher preparation programs often include courses embedded within K-12 schools. Utilized to a lesser extent; however, are campus-based interactions with school-aged children. Through action research, I investigated how such communications embedded within a mathematics methods course influenced PSTs' learning. Findings portray the interactions serving as authentic reference points that helped anchor PSTs’ stance for teaching mathematics visually. In addition, PSTs noted design elements permeating the interactions that connected disciplinary topics, course readings, and participants. I do not imply that campus-based interactions should replace school-based ones. Rather, I highlight features for mathematics teacher educators to consider when designing learning experiences both within schools and on campus.

Author

• Regina Marie Mistretta, Saint John's University