A Mathematics Teacher Educator’s Practical Knowledge

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Narrative Research: Methods and Practices (Table 6)

Abstract

Mathematics teacher educators are called to share how they use their practical knowledge (PK). This narrative inquiry study reports on an MTE’s curricular decisions in planning and teaching two consecutive elementary mathematics methods courses. Living, telling, re-telling, and re-living her teaching stories with teachers’ reports brought her new awareness about PK. The MTE’s PK informed her curricular decisions and at the same time constrained her. Teachers enjoyed the courses, yet they reported views of teaching as different from what the MTE promoted. The MTE realized that her role in preparing teachers is to offer a diversity of experiences, which could allow teachers, with traditional views, to be open to new possibilities for the teaching of mathematics.

Authors

• Elizabeth Suazo-Flores, University of North Dakota

• Sonja Brandt, University of North Dakota