Cultivating Mathematical Task Creators: Supporting Elementary Preservice Teachers in Developing High Cognitive Demand Tasks

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 1
  In Roundtable Session: Cultivating Effective Mathematics Instruction: The Role of Beliefs, Play, and Teaching Simulations in Preservice Teacher Education (Table 13)

Abstract

Current teacher education programs often prioritize theoretical knowledge over practical application, leaving preservice teachers (PSTs) unprepared to design engaging mathematical tasks. This study explored 23 PSTs' task design abilities while enrolled in an Elementary Mathematics Lab where they engaged in activities such as exploring informal learning environments and integrating art in mathematics. The study evaluated mathematical tasks designed by the PSTs during the beginning and end of the course for cognitive demand and mathematical content and a Wilcoxon Signed-Ranks Test analyzed changes in cognitive demand. Findings suggest that as the semester progressed, PSTs’ mathematical tasks increased in cognitive demand. We provide suggestions for ways mathematics teacher educators can support PSTs as they engage in the difficult role of task design.

Authors

• Ri Ayat Ainul Bashirah, University of Florida

• Sheida Moghtader Eslami, University of Florida

• Melissa M. Soto, University of Florida