Rethinking Our Practices in Elementary Mathematics: Collaborative Spaces for Reflection in Clinically Based Teacher Education

• In Event: Fairmont Roundtable Session Twelve
  In Roundtable Session: Math and Relationships as a Third Space of Inquiry (Table 19)

Abstract

In mathematics education, teacher candidates need to see classroom practitioners who understand and implement changes wildly different from traditional classroom practices. Thus, teacher educators must provide spaces for reflection in clinically-based settings. Similarly, these experiences allow classroom practitioners and teacher educators space to reflect. This paper highlights a transformative moment for both authors—a teacher educator and a classroom practitioner. It showcases a mathematics lesson taught by Author2 in a 3rd/4th grade multiage urban classroom in the Midwestern U.S. Author1 and students in a mathematics methods course at a partner university observed the lesson. Reflective conversations that followed had significant impacts on both educators that would not have transpired without the relationship built through their clinically-based teacher education partnership.

Authors

• Ryan Flessner, Butler University
  Presenting Author

• Laura Ann Hayden, Clearwater Elementary School
  Presenting Author