Rough Draft Math for Engaged Learning

Abstract

Mathematics educators often face the challenge of students disliking mathematics or experiencing a negative relationship with the subject. Intentional teaching practices can be a mechanism to mitigate this challenge; thus, preservice and novice teachers would benefit from opportunities to develop such teaching practices. This research explored the potential of rough draft math (RDM) to support teachers in addressing these issues. RDM is a pedagogical approach where students discuss and share their preliminary mathematical ideas without the fear of being wrong. Teachers welcome rough draft thinking, which gives students explicit opportunities to review their work or thinking. This study examined the impact of RDM on preservice and novice secondary mathematics teachers through their written reflections on opportunities to learn about the approach through readings. Findings suggested that the readings can promote preservice and novice teachers\u27 awareness of how RDM can foster a more comfortable and engaging learning environment, highlighting the importance of teachers holding a nonevaluative stance toward students\u27 thinking and teachers\u27 roles in facilitating mathematical discourse