Regina M. Mistretta (2020). Designing Learning Experiences for Mathematics Teacher Preparation

The literature underscores the importance of authentic learning environments for developing preservice teachers’ dispositions and skills for teaching mathematics. Hence, teacher preparation programs often include methods courses embedded within K-12 schools. Utilized to a lesser extent, however, are campus-based interactions with school-aged children. In this action research study, I investigated how such communications embedded within a mathematics methods course influenced preservice teachers’ learning. Grounded theory underpinned my inquiry, and findings portrayed the interactions as promoting 1) a stance for teaching mathematics visually, and 2) recognition of existing connections concerning a) disciplinary topics, b) course readings, and c) participants. In this article, I highlight features for educators to consider when designing teacher learning experiences both within schools and on campus.

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