Designing and Implementing Meaningful Field-Based Experiences for Mathematics Methods Courses: A Framework and Program Description

Describes a project in an elementary mathematics methods course in which preservice teachers developed performance assessment tasks then administered these tasks in a K-8 classroom. Presents the guiding framework for this project, the project design, and the teaching and learning experiences for project leaders and preservice teachers. Includes recommendations and reflections. (Author/KHR

A Study of Early Career Teachers’ Practices Related to Language and Language Diversity During Mathematics Instruction

The role of language in mathematics teaching and learning is increasingly highlighted by standards and reform movements in the US. However, little is known about teachers’, and especially early career teachers’ (ECTs) practices and understandings related to language in mathematics instruction. This multiple case study explored the language-related understandings and practices of six ECTs in diverse elementary classrooms. Using iterative cycles of analysis, we found that all ECTs regularly attended to students’ mathematical vocabulary use and development. Yet, there was variability in ECTs’ focus on how to teach mathematical vocabulary, expectations for students’ precise use of mathematical terminology, and the use of multiple languages during instruction. These findings indicate that ECTs need more targeted support during teacher preparation and early career teaching in order to better support all students’ language development in the mathematics classroom. © 2019, © 2019 Taylor & Francis Group, LLC

Preparing to Use the Teachers Empowered to Advance Change in Mathematics Modules: Considerations for Mathematics Teacher Educators

This chapter highlights decisions mathematics teacher educators might make as they prepare to use the Teachers Empowered to Advance Change in Mathematics (TEACH Math) modules in their own courses. These modules are designed to support prospective teachers in integrating a focus on children’s mathematical thinking and their community and family-based knowledge in their mathematics instruction. Considerations for mathematics teacher educators include how to start integrating the modules into an existing course, suggestions for connecting to big ideas in mathematics education, and potential context adaptations. Expected tensions are also presented and discussed

Exploring the Nature of Mathematical Modeling in the Early Grades

This working group will engage PMENA members to better understanding the nature of mathematical modeling in the early grades while considering the student perspective and recognizing the importance of teachers knowing their students and the contexts that are meaningful to their students. We will investigate how PK-6 teachers demonstrate the interdisciplinary nature of mathematical modeling, the diversity of mathematical approaches taken by student modelers, and the multiple pathways the teacher can use to elicit students' mathematical thinking. We will explore how mathematical modeling bridges equity and social community in teaching and learning mathematics for all students. Exemplar tasks that emphasized local contexts and tapped into students' funds of knowledge and student artifacts will be shared to illustrate the child's perspective and the developmental progression. These topics will facilitate group discussions exploring the learning progression for mathematical modeling thinking and habits of mind that can develop for emergent mathematical modelers from an early grade. Finally, based on the interests of the participants, we will devote work time to finding synergistic collaborative topics to pursue for future research and practice. [For the complete proceedings, see ED606556.]Elementary Educatio