Preparing Preservice Mathematics Teachers to Teach the Standards for Mathematical Practice

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Fostering Teacher Knowledge: Varying Approaches to Mathematics Methods in Teacher Education (Table 7)

Abstract

In this study, we analyzed interview data and edTPA video clips of preservice secondary mathematics teachers to understand how well they conceptualize and implement the Standards for Mathematical Practice. We focused on which practices preservice teachers felt were the most important and the most challenging to teach. In addition, we looked at how well preservice teachers implemented and engaged their students in the practices by watching their edTPA video clips and scoring them using the MCOP2 (Mathematics Classroom Observation Protocol for Practices). Our findings indicate areas where mathematics teacher educators can better support preservice teachers, such as focusing on the more challenging practices in their methods courses and using cognitively demanding tasks to engage students in all of the practices.

Authors

• Alexis D. Spina, Amazon Web Services

• Meghan Macias, University of California - Santa Barbara

• Matthew D. Bennett, University of California - Santa Barbara

• Krista L. Lucas, Pepperdine University

• Stacey L. Carpenter, University of California - Santa Barbara

• Julie Bianchini, University of California - Santa Barbara