Developing Instructional Activities to Support Preservice Mathematics Teacher Curricular Reasoning

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Preservice Mathematics Teacher Education (Table 3)

Abstract

This paper examines three mathematics teacher educators’ (MTEs’) instructional activity design practice to describe how such practice impacts preservice teachers’(PTs’) curricular reasoning. Using self-study methodology and data in the form of analytical dialogs, evidentiary maps of events and artifacts from our instructional activity design process, cases of PT’s curricular reasoning, and descriptive coding, we describe opportunities MTEs created for PTs’ as curriculum reasoners. We argue MTEs’ instructional activity designs are informed by ontological goals for teaching about curricular reasoning, such as curricular agency, and assumptions about curricular contexts. Descriptions of MTEs’ instructional activity design process is a step toward linking MTE practice and PTs development as curricular reasoners.

Authors

• Alyson E. Lischka, Middle Tennessee State University

• Signe E. Kastberg, Purdue University

• Susan L. Hillman, Saginaw Valley State University