The Role of Discussion in Elementary Mathematics Teacher Preparation in Pennsylvania

• In Event: Role of Curriculum and Instruction for Math Learning

Abstract

Classroom discussions about key concepts, problem-solving strategies, and solutions are crucial to elementary mathematics instruction and can promote elementary students’ mathematical reasoning and learning. Although some preservice teachers have exposure to discussion-rich mathematics instruction in their K-12 experiences, additional experiences during their teacher preparation can support their ongoing learning. This study explores ways that mathematics teacher educators in Pennsylvania conceptualize discussion, facilitate discussion, and support preservice teachers’ learning about discussion in mathematics teacher preparation courses and field experiences. Through analysis of several data sources, we found that while mathematics teacher educators commonly use discussion as a pedagogical approach in mathematics teacher preparation, explicit instruction on discussion pedagogy and opportunities for preservice teachers to practice facilitating mathematics discussions are more limited.

Authors

• P. Karen Murphy, Pennsylvania State University

• Gwendolyn Lloyd, Pennsylvania State University

• Yue Tang, Pennsylvania State University

• Emilee A. Herman, Pennsylvania State University

• Sara E. Baszczewski, Pennsylvania State University

• Amy Voss Farris, Pennsylvania State University

• Rachel Wolkenhauer, Pennsylvania State University