Case Study of a Preservice Teacher: Supporting Math Learning of Students With Behavioral/Academic Challenges

• In Event: Mathematics Education and STEAM

Abstract

This case study will present findings of approaches that one pre-service teacher (PST) used during practicum teaching when providing mathematics instruction for three fourth-grade students who had behavioral/academic challenges. The purpose was to examine the planning, reflections, and decision-making of this unique PST who successfully engaged the students as they learned about and “proved their thinking” about properties of geometric shapes. The study analyzed how her approaches aligned with high-leverage practices for students with exceptionalities and classroom conditions that promote positive student behaviors. The results suggested that this PST focused on the social context of teaching—understanding her students and building a discursive community of learners—to aid students in supporting each other as they learned the geometry concepts.

Author

• Elaine Silva Mangiante, Salve Regina University
  Presenting Author