In this article, we share results from a field experience model in which junior-year methods classes were held in an elementary school and preservice teachers (PSTs) worked with a single student (a “Math Buddy") on mathematics for 30 minutes per day. We focus on the development of PSTs’ skills for exploring children’s thinking and the structures and tools that we used to support this development. Data sources include screencast recordings of interactions with Math Buddies and written reflections completed by PSTs. Although the responsiveness of interactions varied across individuals and interactions, in general, PSTs showed improvements in exploring children’s thinking. We share implications of these findings for similar field experience models and for practice-based approaches to teacher education generally.

Contributor Notes

Corey Webel, University of Missouri.

Sheunghyun Yeo, University of Alabama.

Mathematics Teacher Educator
  • 1.

    Aguirre, J., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K–8 mathematics: Rethinking equity-based practices. National Council of Teachers of Mathematics.

    • Search Google Scholar
    • Export Citation
  • 2.

    Amidon, J., Chazan, D., Grosser-Clarkson, D., & Fleming, E. (2017). Commentary: Meet me in Azul’s room: Designing a virtual field placement for learning to teach mathematics. Mathematics Teacher Educator, 6(1), 5266.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 3.

    Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. Retrieved from https://www.amte.net/standards. June 3, 2020.

    • Search Google Scholar
    • Export Citation
  • 4.

    Anagnostopoulos, D., Smith, E. R., & Basmadjian, K. G. (2007). Bridging the university-school divide—Horizontal expertise and the “two-worlds pitfall." Journal of Teacher Education, 58(2), 138152.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 5.

    Baldinger, E. E., Selling, S. K., & Virmani, R. (2016). Supporting novice teachers in leading discussions that reach a mathematical point: Defining and clarifying mathematical ideas. Mathematics Teacher Educator, 5(1), 828.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 6.

    Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 332). Jossey-Bass.

    • Search Google Scholar
    • Export Citation
  • 7.

    Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5), 497511.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 8.

    Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Combining the development of practice and the practice of development in teacher education. The Elementary School Journal, 109(5), 458474.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 9.

    Battista, M. T. (2012). Cognition-based assessment & teaching of geometric measurement: Building on students’ reasoning. Heinemann.

  • 10.

    Bieda, K. N., Cavanna, J., & Ji, X. (2015). Mentor-guided lesson study as a tool to support learning in field experiences. Mathematics Teacher Educator, 4(1), 2031.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 11.

    Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for Research in Mathematics Education, 23(3), 194222.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 12.

    Borko, H., Peressini, D., Romagnano, L., Knuth, E., Willis-Yorker, C., Wooley, C., Hovermill, J., & Masarik, K. (2000). Teacher education does matter: A situative view of learning to teach secondary mathematics. Educational Psychologist, 35(3), 193206.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 13.

    Campbell, S. S., & Dunleavy, T. K. (2016). Connecting university course work and practitioner knowledge through mediated field experiences. Teacher Education Quarterly, 43(3), 4970.

    • Search Google Scholar
    • Export Citation
  • 14.

    Carpenter, T., Fennema, E., Franke, M. L. L., Levi, L., & Empson, S. (2014). Children’s mathematics: Cognitively guided instruction. Heinemann.

    • Search Google Scholar
    • Export Citation
  • 15.

    Chapin, S. H., O’Connor, C., O’Connor, M. C., & Anderson, N. C. (2009). Classroom discussions: Using math talk to help students learn, grades K–6. Math Solutions.

    • Search Google Scholar
    • Export Citation
  • 16.

    Clarke, D., Clarke, B., & Roche, A. (2011). Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: The power of task-based, one-to-one assessment interviews. ZDM, 43(6–7), 901913.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 17.

    Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2015). Critiquing teacher education preparation research: An overview of the field, part II. Journal of Teacher Education, 66(2), 109121.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 18.

    Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational Studies in Mathematics, 52(3), 243270.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 19.

    Empson, S. B., Jacobs, V. R., Krause, G., & Jessup, N. (2018). Fraction story-problem cards (English and Spanish). Montezuma Publishing, San Diego State University.

    • Search Google Scholar
    • Export Citation
  • 20.

    Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), 5365.

  • 21.

    Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. W. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 20552100.

    • Search Google Scholar
    • Export Citation
  • 22.

    Grossman, P., Ronfeldt, M., & Cohen, J. J. (2012). The power of setting: The role of field experience in learning to teach. In K. R. Harris, S. Graham, T. Urdan, A. G. Bus, S. Major, & H. L. Swanson (Eds.), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 311334). American Psychological Association.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 23.

    Hammerness, K. (2006). Seeing through teachers’ eyes: Professional ideals and classroom practices. Teachers College Press.

  • 24.

    Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. A. (2012). Launching a complex task. Mathematics Teaching in the Middle School, 18(1), 2429.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 25.

    Jacobs, V. R., & Ambrose, R. C. (2008). Making the most of story problems. Teaching Children Mathematics, 15(5), 260266.

  • 26.

    Jacobs, V., Ambrose, R., Philipp, R., & Martin, H. (2011, April). Exploring one-on-one teacher-student conversations during mathematical problem solving. Paper presented at the American Educational Research Association Annual Meeting, New Orleans, LA.

    • Search Google Scholar
    • Export Citation
  • 27.

    Jacobs, V. R., & Empson, S. B. (2016). Responding to children’s mathematical thinking in the moment: an emerging framework of teaching moves. ZDM, 48(1–2), 185197.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 29.

    Kazemi, E. (2018). Teaching a mathematics methods course: Understanding learning from a situative perspective. In S. E. Kastberg, A. M. Tyminski, A. E. Lischka, & W. B. Sanchez (Eds.), Building support for scholarly practices in mathematics methods (Vol. 3, pp. 4965). Information Age.

    • Search Google Scholar
    • Export Citation
  • 30.

    Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1–2), 2134.

  • 31.

    Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., Cunard, A., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226243.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 32.

    National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics.

  • 33.

    National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.

  • 34.

    Schwartz, C. (2015). Developing the practice of teacher questioning through a K-2 elementary mathematics field experience. Investigations in Mathematics Learning, 7(3), 3050.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 35.

    Shulman, L. S., & Shulman, J. H. (2009). How and what teachers learn: A shifting perspective. Journal of Education, 189(1–2), 18.

  • 36.

    Smith, M. S., Bill, V., Sherin, M. G., & Meyer, D. (2020). The 5 practices in practice: Successfully orchestrating mathematics discussions in your elementary classroom. National Council of Teachers of Mathematics.

    • Search Google Scholar
    • Export Citation
  • 37.

    Spangler, D. A., & Hallman-Thrasher, A. (2014). Using task dialogues to enhance preservice teachers’ abilities to orchestrate discourse. Mathematics Teacher Educator, 3(1), 5875.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 38.

    Valencia, S. W., Martin, S. D., Place, N. A., & Grossman, P. (2009). Complex interactions in student teaching. Journal of Teacher Education, 60(3), 304322.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 40.

    Webel, C., & Dwiggins, A. (2019). Prospective elementary teachers’ experiences with and perspectives on grouping by ability in mathematics. Mathematics Teacher Education and Development, 21(2), 423.

    • Search Google Scholar
    • Export Citation
  • 41.

    Webel, C., & Hopkins, S. (2019). How an immersive school-based partnership surfaced critical tensions in practice for preservice teachers. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 671675). University of Missouri.

    • Search Google Scholar
    • Export Citation
  • 42.

    Webel, C., & Conner, K. (2017). Using simulated teaching experiences to perturb preservice teachers’ questioning practices. Mathematics Teacher Educator, 6(1), 924.

    • Crossref
    • Search Google Scholar
    • Export Citation
  • 43.

    Wieman, R., & Webel, C. (2019). Patterns linking interpreting and deciding how to respond during the launch of a lesson: Noticing from an integrated perspective. Mathematics Teacher Education and Development, 21(1), 2850.

    • Search Google Scholar
    • Export Citation
  • 44.

    Yeo, S., & Webel, C. (2019). Preservice teachers’ use of noticing practices to evaluate technological resources. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.), Proceedings of the 41st annual meeting of the North American chapter of the international group for the psychology of mathematics education (pp. 10481056). University of Missouri.

    • Search Google Scholar
    • Export Citation
  • 45.

    Zeichner, K. M., Payne, K. A., & Brayko, K. (2015). Democratizing teacher education. Journal of Teacher Education, 66(2), 122135.

  • 46.

    Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1–2), 8999.

    • Crossref
    • Search Google Scholar
    • Export Citation

Metrics

All Time Past Year Past 30 Days
Abstract Views 6 6 0
Full Text Views 4 4 0
PDF Downloads 6 6 0
EPUB Downloads 0 0 0