Cognitively Demanding Tasks and the Standards for Mathematical Practice in Preservice Teachers' edTPA

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Fostering Teacher Knowledge: Varying Approaches to Mathematics Methods in Teacher Education

Abstract

We looked at six preservice mathematics teachers who scored high and low on their edTPA and investigated the levels of cognitive demand of the tasks they incorporated into their edTPA, as well as which Standards for Mathematical Practice these tasks incorporated. Participants who received high edTPA scores tended to include tasks that were of higher demand and incorporate more of the SMPs, specifically Practice 1 and 3. Those who received low scores had more lower demand tasks, which included less practices overall. Our work extends the literature on preservice mathematics teachers’ understanding of the Standards for Mathematical Practice and supports the need for future research that will continue to support the successful education of our preservice mathematics teachers.

Authors

• Alexis D. Spina, University of California - Santa Barbara

• Matthew D. Bennett, University of California - Santa Barbara

• Krista L. Lucas, Pepperdine University

• Meghan Macias, University of California - Santa Barbara

• Stacey L. Carpenter, University of California - Santa Barbara

• Julie Bianchini, University of California - Santa Barbara