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Deepening Prospective Teachers' Understanding of Elementary Mathematics: The Case of Deb
Mon, April 25, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Division Virtual Rooms, Division K - Section 01: Teaching, Teacher Education and Professional Development in the Content Areas Virtual Roundtable Session RoomAbstract
Expecting teachers to support their students in making mathematical connections is an unreasonable request when teachers themselves have not had opportunities to connect their own understandings. This study investigates how prospective elementary teachers can deepen their mathematical understanding using tools and strategies similar to those researchers recommend for teaching school students. This case study was conducted in a 10-day professional development course, where 15 participants worked on elementary mathematics tasks. The video data and prospective teachers’ journals were analyzed using Pirie-Kieren’s (1994) Theory for the Dynamical Growth of Mathematical Understanding. Tracing one participants’ learning pathway revealed a connection-making process that deepened her understanding of elementary mathematics.