Tensions and Opportunities for Integrating Mathematics Content in Two Methods Courses: A Collective Self-Study

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Self-Studies Across Disciplines (Table 32)

Abstract

This collective self-study investigates how two researchers at different institutions navigated how to integrate more mathematics content into their mathematics methods courses for prospective elementary teachers (PTs) who were required to take one mathematical preparation course. Each researcher experienced time-related tensions, negotiating how to integrate more mathematics content into the methods course to support PTs’ developing content knowledge, which caused difficulty in anticipating timing for instructional activities and advanced concepts. Four activities were productive in integrating content and methods: Interpreting multiple representations of concepts, developing Show-Me Narratives, enacting number sense routines, and enacting mathematical modeling lessons. This has implications for designing mathematical preparation courses that strengthen content knowledge and develop pedagogical knowledge when PTs have limited access to mathematical preparation.

Authors

• Bona Kang, Ohio Wesleyan University

• Sara Kirschner, George Mason University