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Enhancing Preservice Teachers' Math Knowledge: A Comparative Case Study

Explore the impact of field-based experiences on preservice elementary teachers' progression in mathematical knowledge for teaching. This study compares simulation with actual field participation to assess teaching practices and reflective abilities. Findings suggest stronger pedagogical skills in candidates with more field experience. The study questions how to optimize understanding of theory and practice in math teaching.

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Enhancing Preservice Teachers' Math Knowledge: A Comparative Case Study

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  1. A comparative case study of preservice teachers’ progression of elementary mathematical knowledge for teaching October 19, 2012 PeninaKamina

  2. CONTEXT • There is a move to have first year teachers who readily transition into classroom teachingwith ease. • Thus a call for a shift in teacher education preparation programs for more field-basedexperiences (Kagan, 1992)

  3. FOCUS • The purpose of this roundtable discussion is to share. • I will share the learning trajectories of participants exposed to a simulation and a field experience. • Teaching-experience: A simulation (Microteaching) and 3-week field participation.

  4. GUIDING QUESTIONS • Does exposure to more field-experience in teacher preparation lead to a well grounded reflective graduate teacher? • Is a mere semester long of student teaching enough in teacher education preparation? • What are other existing models of field-experience practices?

  5. DESIGN • 62 preservice teachers in their senior year • Comparison of mathematical teaching practices of two (B-6 versus 1-6 certifications) groups of pre-service elementary teachers • The B-6 certification group would be repeating these experiences. • Data: lesson plan notes; observational notes; reflective task; summative survey

  6. DESIGN • In microteaching, participants individually plan, teach, and videotape a 15-minute lesson relevant to assigned common core state standards for mathematics. Peers serve as students. After watching this video, they each write a reflective paper. • Participants were debriefed before the 3-week teaching experience • During the 3-week field experience, participants plan and teach a math lesson appropriate to the host class. They each write a reflective paper. • A summative survey given to all participants at the end of the course.

  7. FINDINGS

  8. Findings • From the reflective tasks and observational notes, generally teacher candidates who had more field experience opportunities were stronger in pedagogy i.e. ability to integrate technology, classroom management, pacing of content; clarity in task directions etc than those who had just a few chances • Their mathematical knowledge of teaching mathematics were not different. More data required (The anticipation of the B-6 group of teaching lower elementary classes would probably contribute to this)

  9. QUESTION??? • How should we optimize preservice elementary teachers understanding of theory andpractice in teaching and learning of i.e. mathematics?

  10. QUESTIONS (???)

  11. REFERENCES • Hargrove, T., Fox, K. R., & Walker, B. (2010). Making a difference for pre-service teachers through authentic experiences and reflection. Southeastern Teacher Education Journal, 3(1), 45-54. • Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of EducationalResearch, 62(2), 129-169.

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