Leveraging Clinical Practice Experiences to Advance Equity-based Mathematics Teaching

• In Event: Advancing School-University Partnerships and Professional Development Schools Through National Research

Abstract

This study examined to what extent and how elementary education teacher candidates enacted equity-based mathematics pedagogies while completing intentionally-designed clinical practice experiences in partnership schools. Data from project reflections and instructor notes indicated that teacher candidates (TCs) were able to teach mathematics problem solving while posing mathematics word problems and asking questions instead of the traditional approach of directly teaching strategies. Factors such as rehearsing lessons during the on-campus mathematics pedagogy course and support from clinical educators (CEs) influenced TCs experience. Implications include the need for further research that captures the perspectives of TCs, CEs, and teacher education faculty, as well as the influence of clinical practice on elementary school students’ learning.

Author

• Andrew B. Polly, University of North Carolina - Charlotte