This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.

Contributor Notes

Crystal Kalinec-Craig, Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, One UTSA Circle, San Antonio, Texas 78249, USA.

Emily P. Bonner, Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, One UTSA Circle, San Antonio, Texas 78249, USA.

Traci Kelley, Department of Interdisciplinary Learning and Teaching, The University of Texas at San Antonio, One UTSA Circle, San Antonio, Texas 78249, USA.

Mathematics Teacher Educator
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