Making Connections in Practice: How Prospective Elementary Teachers Connect to Children's Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction

Autor/inn/en	Aguirre, Julia M.; Turner, Erin E.; Bartell, Tonya Gau; Kalinec-Craig, Crystal; Foote, Mary Q.; Roth McDuffie, Amy; Drake, Corey
Titel	Making Connections in Practice: How Prospective Elementary Teachers Connect to Children's Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
Quelle	In: Journal of Teacher Education, 64 (2013) 2, S.178-192 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487112466900
Schlagwörter	Preservice Teachers; Elementary School Teachers; Mathematics Instruction; Lesson Plans; Cultural Background; Teaching Methods; Student Diversity; Instructional Effectiveness; Methods Courses; Problem Solving; Culturally Relevant Education; Mathematics Teachers; Preservice Teacher Education; Logical Thinking + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Methodisch-didaktische Anleitung; Problemlösen; Mathematics; Mathematik; Lehramtsstudiengang; Lehrerausbildung
Abstract	This study 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. We analyzed the work of 70 PSTs from across three university sites associated with an instructional module for elementary mathematics methods courses that asks PSTs to visit community settings and develop problem solving mathematics lessons that connect to mathematical practices in these settings (Community Mathematics Exploration Module). Using analytic induction, we identified three distinct levels of connections to children's mathematical thinking and their community funds of knowledge evidenced in PSTs' work (emergent, transitional, and meaningful). Findings describe how these connections reflected different points on a learning trajectory. This study has implications for understanding how PSTs begin to connect to children's mathematical funds of knowledge in their teaching, a practice shown to be effective for teaching diverse groups of children. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10