Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks

Scott A. Courtney, Joanne Caniglia

85 62

Abstract


In the U.S., state adopted or developed college- and career-ready mathematics standards, including the Common Core State Standards for Mathematics, not only impact districts, students, and their teachers, but also university teacher preparation programs. In order to attain and sustain Common Core’s vision of developing mathematically competent citizens, teacher preparation programs must support pre-service teachers’ development of practical conceptions of the Standards for Mathematical Practice. In this article, we examine the mathematical practices middle grades pre-service teachers (grades 4-9 licensure) and mathematics teacher educators identified as playing a role in attempts to make sense of and work toward solutions to mathematics problems. In addition, we compare the mathematical practices indicated both within and across pre-service teachers and mathematics teacher educators. Results identify pre-service teachers’ potential difficulties operationalizing six specific mathematical habits of mind. Finally, we describe how such comparisons can guide the design of future teacher education and professional learning by describing a process for identifying problems and tasks with the greatest potential to support pre-service teachers’ development of practical conceptions of mathematics or other content-specific habits of mind.

Keywords


Mathematics teacher education, Standards for mathematical practice, Mathematical habits of mind

Full Text:

PDF

References


Courtney, S. A. & Caniglia, J. (2021). Comparing the mathematical practices pre-service teachers and mathematics teacher educators identified as relevant to problems and tasks. International Journal of Research in Education and Science (IJRES), 7(3), 954-971. https://doi.org/10.46328/ijres.2335




DOI: https://doi.org/10.46328/ijres.2335

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 International Journal of Research in Education and Science

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstracting/Indexing

 

 

     

     

       

 

 

International Journal of Research in Education and Science (IJRES)
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Editor: Wilfried Admiraal, The Netherlands

Place of Publication: Turkey & Name of Publisher: Ismail Sahin

ISSN: 2148-9955 (Online)