Examining the Impact of a Videocase-based Mathematics Methods Course on Secondary Preservice Teachers’ Skills at Analyzing Students’ Strategies

This paper focuses on results from a study conducted with two cohorts of preservice teachers (PSTs) in a videocase-based mathematics methods course at a large midwestern university in the US. The motivation for this study was to look beyond whether or not PSTs pay attention to mathematical thinking of students, as shown by previous studies when engaging with video, and, in turn, characterize at a more specific level areas in which PSTs’ responses change. Our findings show that regarding PSTs anticipation of strategies, both cohorts showed a significant increase in the overall number of strategies PSTs were able to anticipate, and a significant increase in the mathematical depth of the anticipated strategies. However, there was no change in terms of PSTs identification and description of high school students’ strategies as displayed in video given that both cohorts of PSTs performed equally proficient at both pre- and post- tests

Exploring mathematical knowledge for teaching teachers: Supporting prospective elementary teachers’ relearning of mathematics

The growing number of studies on mathematics teacher educator knowledge have consistently argued that mathematics teacher educators require specialized knowledge in their work with prospective teachers (beyond the knowledge needed for teaching students), what researchers refer to as mathematical knowledge for teaching teachers. Drawing from existing research and aspects of our own work as mathematics teacher educators, we offer our own conceptualization of mathematical knowledge for teaching teachers and illustrate ways in which we as mathematics teacher educators use our own knowledge in teaching mathematics content to prospective teachers. We are particularly concerned with the knowledge mathematics teacher educators use to support prospective teachers’ relearning of mathematics, which involves prospective teachers ultimately reconstructing their previously developed knowledge of mathematics. We will illustrate ways in which we use various aspects of mathematical knowledge for teaching teachers to support prospective teachers’ relearning of mathematics through the lens of three different tasks of teaching. We conclude with a discussion of the implications of our analysis for informing the growing knowledge base for mathematics teacher educators

A Curriculum-Based Approach to Learning Trajectories in Middle School Algebra

Our aim is to contribute to the body of research on learning trajectories (LTs) in mathematics by making visible a process for articulating a hypothetical learning trajectory implicit in a widely adopted, reform-based, middle-grades mathematics curriculum. In doing so, we highlight considerations, decisions, and challenges we faced as part of this work. By describing our LT articulation process, our aim is to highlight ways in which curriculum-specific LTs can be articulated to serve as a more proximal and instrumental tool for teachers’ instructional practice. Furthermore, to illustrate we describe how the products of the work were used in practice-based professional learning experiences with middle-grades mathematics teachers

Examining the Impact of a Videocase-based Mathematics Methods Course on Secondary Preservice Teachers’ Skills at Analyzing Students’ Strategies

This paper focuses on results from a study conducted with two cohorts of preservice teachers (PSTs) in a videocase-based mathematics methods course at a large midwestern university in the US. The motivation for this study was to look beyond whether or not PSTs pay attention to mathematical thinking of students, as shown by previous studies when engaging with video, and, in turn, characterize at a more specific level areas in which PSTs’ responses change. Our findings show that regarding PSTs anticipation of strategies, both cohorts showed a significant increase in the overall number of strategies PSTs were able to anticipate, and a significant increase in the mathematical depth of the anticipated strategies. However, there was no change in terms of PSTs identification and description of high school students’ strategies as displayed in video given that both cohorts of PSTs performed equally proficient at both pre- and post- tests

Teacher-Researcher Collaborative Inquiry in Mathematics Teaching Practices: Learning to Promote Student Discourse

Previous studies have provided images of what mathematics classrooms look like when students engage in productive student-to-student discourse, but few studies, have empirically investigated teacher learning related to the facilitation of student-to-student discourse or the relationships between teacher learning and observable shifts in teachers’ practices over time. Following researchers who study with teachers as co-researchers and co-designers, this poster describes how one teacher and a researcher collaboratively engaged an inquiry-cycle process for reflecting on the teacher’s instructional practices related to a mutually defined goal of promoting student-to-student discourse. We illustrate how the teacher’s reflections on her own practices through the iterations of the inquiry cycle resulted in her increased capacity to improve student-to-student discourse. In doing so, we describe key changes to her conceptions of three foundational constructs for math teaching and learning: 1) What it means to learn the discipline of mathematics; 2) Teacher and student roles in the classroom; and 3) Student capacity for taking up agency and ownership of their learning and knowledge building