Representing Core Practices in Mathematics Classrooms in a Systematic Way: A Contrasting Approach

• 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

In this submission, we present a systematic approach for representing core practices to further refine and develop existing approaches in teacher education. By integrating insights from the development of representations and variation theory, our approach allows to visualize the leverage effects of core practices. We develop accessible, high-standard representations through scripted videos, facilitating equitable teacher education regardless of social or financial factors. Demonstrated in mathematics education, our approach may be transferred to other subjects, promoting the effective implementation of core practice in classrooms and fostering greater educational equity.

Authors

• Linn Sophie Hansen, University of Education Freiburg

• Marita Friesen, University of Education Heidelberg

• Julia Blank, Institute for Educational Analysis Baden-Württemberg

• Tosca Daltoè, University of Tübingen

• Benjamin Fauth, Institute for Educational Analysis Baden-Württemberg

• Richard Göllner, University of Tübingen

• Ann-Kathrin Jaekel, University of Tuebingen

• Evelin Ruth-Herbein, Institute for Educational Analysis Baden-Württemberg

• Ulrich Trautwein, University of Tübingen

• Anika Dreher, University of Education Freiburg