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.
Corey Webel and Sheunghyun Yeo
George J. Roy, Jessica S. Allen, and Kelly Thacker
In this paper we illustrate how a task has the potential to provide students rich explorations in algebraic reasoning by thoughtfully connecting number concepts to corresponding conceptual underpinnings.
Lynn M. McGarvey, Gladys Y. Sterenberg, and Julie S. Long
As a means of identifying potential new elementary school trailblazers, examine the significant points along the professional journeys of two teachers.
Jo Anny Cady, Thomas E. Hodges, and Clara Brown
Incorporating these instructional practices for two mathematical tasks into lessons to support English learners gives them access to an excellent, equitable program.