Understanding Beginning Teachers' Transition From University to Supervised Internship: Implementing Opportunities for Reasoning and Proving

• In Event: Sheraton Roundtable Session Two
  In Roundtable Session: Supporting Teachers and Researchers in Mathematics Education (Table 9)

Abstract

This study follows Olive – a beginning teacher who participated in a capstone course Mathematical Reasoning and Proving for Secondary Teachers, which included school-based teaching experience, followed by a year-long internship, in which Olive taught collaboratively with her cooperating teacher. By drawing upon Activity Theory, we compare her teaching, within two activity systems – as a prospective secondary teacher (PST) and as an intern – while examining the opportunities for reasoning and proving Olive provided to her students in each teaching setting. We show how as a PST, Olive provided her students opportunities for reasoning and proving, and how as an intern, she sought ways to induce reasoning and proving activities in her own teaching while navigating challenging institutional contexts.

Authors

• ‪Merav Weingarden, University of New Hampshire
  Presenting Author

• Orly Buchbinder, University of New Hampshire
  Non-Presenting Author