Exploring Patterns in Preservice Teachers’ Use of Students' Names When Acknowledging Mathematical Competence

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Preservice Mathematics Teaching and Mathematics Teacher Education (Table 7)

Abstract

Recognizing and affirming students' mathematical strengths and contributions can enhance their math identities and promote equitable math instruction. This study utilized an interpretive qualitative approach to analyze how elementary preservice teachers (PSTs) acknowledged competence for four focal students in a structured assignment within math methods courses. Particularly, we examine how PSTs use students' first names when making statements that acknowledge competence within the course assignment. The objective is to identify patterns and to consider how these patterns might inform mathematics teacher educators’ (MTEs’) instructional practices. Our findings inform MTEs’ efforts to enhance PSTs’ competence statements in mathematics classrooms and how to cultivate PSTs’ proficiency in equity-oriented teaching strategies, such as acknowledging competence.

Authors

• Wesam M. Salem, University of Memphis

• Rosalie DeFino, University of Wisconsin - LaCrosse

• Michele Cudd, Morehead State University