Search results for: Bartell Tonya Gau
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Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
This research examines the ways prospective elementary teachers (PSTs) made connections to children’s mathematical thinking and children’s community funds of knowledge in mathematics lesson plans. The authors identified three distinct levels of connections to children’s mathematical thinking and their community funds of knowledge evidenced in PSTs’ work. Findings describe how these connections reflected different points on a learning trajectory.
Updated: Dec. 29, 2015
This article examines the orientations of prospective teachers (PSTs) toward students’ family and their home and community experiences , as they relate to teaching mathematics. The results indicate that PSTs recognize the importance of connecting with parents, understanding home and community practices, and building on these practices to support children’s mathematical learning. Yet at the same time, they also exhibit inconsistent perspectives, at times indicating a lack of understanding as to why some families appear to be less able to support students’ academic efforts. The authors also found that some PSTs believe that at least some responsibility for success in school mathematics lies at home with the parents. The authors argue that teacher educators need to be aware of the orientations that PSTs bring with them to mathematics methods classrooms.
Updated: Feb. 16, 2015
The goal of this study is two-fold: 1) to examine the role content knowledge plays in prospective teachers’ (PSTs) ability to recognize children’s conceptual understanding of mathematics, and, 2) to examine examined PSTs' ability to recognize evidence of children’s conceptual understanding of mathematics in three content areas before and after an instructional intervention designed to support this ability. The results of this study suggest that content knowledge is necessary but insufficient in supporting PSTs’ ability to recognize evidence of children’s conceptual understanding of mathematics.
Updated: May. 11, 2014