Prospective Teachers' Perceptions of Mathematics Learners and Attention to and Interpretations of Opportunities to Learn

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

Abstract

Recently, there has been more focus on preparing prospective mathematics teachers (PSTs) to understand and use equitable and justice-oriented practices in the U.S, specifically related to providing access to each and every student. Understanding how PSTs perceive mathematics learners and students' opportunities to learn in curriculum materials is critical for teacher educators to prepare prospective teachers to do this work. This study considers how secondary PSTs perceive learners and opportunities to learn in curriculum materials. The results indicate that PSTs can attend to and interpret a variety of opportunities for learning and that these noticings are connected to how PSTs perceive learners. This implies that to provide access with materials PSTs need opportunities to imagine each and every student.

Authors

• Lorraine Marie Males, University of Nebraska - Lincoln
  Presenting Author

• Kelsey Isla Quaisley, University of Nebraska - Lincoln
  Presenting Author

• Scott Block, University of Nebraska - Lincoln
  Presenting Author