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Incorporating Feedback as Core Practice in Math Methods Course From the Practice-Based Teaching Perspective
Thu, April 8, 5:00 to 6:00pm EDT (5:00 to 6:00pm EDT), Division K, Division K - Section 5 Roundtable SessionsAbstract
This paper reports the results of the author’s implementation of practice-based teaching (PBT) components in a math methods course for teacher candidates seeking special education licensure. The core practice under study is feedback, an important high-leverage practice for special education teachers. The study addressed two questions: 1) What changes were made to the course to align it to PBT? 2) What did the teacher candidates (TCs) learn about feedback in the redesigned course? Data analysis of multiple qualitative data sources provided an in-depth understanding of the affordances of various PBT activities, particularly representations, decompositions, and approximations of practice. Results indicated benefits perceived by the TCs in learning feedback practice as well as challenges that may be unique to subject-specific courses.