Early Career Teachers' Instructional Visions About the Teaching of Mathematics

• In Event: Fairmont Roundtable Session Eighteen
  In Roundtable Session: Examining and Developing a STEM Teacher Identity (Table 9)

Abstract

Using narrative inquiry, I share two secondary mathematics teachers’ instructional visions impacted by their undergraduate studies of pedagogy and content-specific and evidenced in undergraduate coursework. Guided by Munter’s (2014) role of the teacher, I answered the following research question: How have secondary mathematics teachers’ instructional visions developed through their undergraduate coursework? Understanding early career mathematics teachers’ instructional visions as evidenced in undergraduate coursework revealed the impact of the discussions, activities, and readings in the undergraduate coursework.

Author

• Amanda Huffman Hayes, Purdue University
  Presenting Author