Teaching Preservice Teachers to Be Responsive: Are We Teaching Enough Modification Strategies in Mathematics

• In Event: AERA Roundtable Session 2
  In Roundtable Session: Preparing Special and Inclusive Educators to Promote Equity and Access

Abstract

Teacher training programs seek to teach preservice teachers to address the needs of all learners. The study followed eight preservice teachers for two years and investigated their modification strategies and responsiveness to students' needs. The presenters will share their case study and lesson plan activities intended to teach preservice teachers in a general education program about facilitating successful mathematics lessons for a diverse classroom. Two data sources were analyzed through document analysis. There was improvement in responsiveness from junior to senior year. Results indicate some skill in modifying the process and responding to community culture, but more strategies need to be utilized. Future practice ideas will be shared.

Authors

• Leah Herner-Patnode, The Ohio State University - Lima

• Hea-Jin Lee, The Ohio State University - Lima