Peer reviewed
Download full textERIC Number: ED584328
Record Type: Non-Journal
Publication Date: 2015-Nov
Pages: 8
Abstractor: As Provided
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Identifying Spaces for Diverse Learners' Multiple Mathematical Knowledge Bases in Existing Curriculum
Harper, Frances; Najarro, Eduardo; Bartell, Tonya G.; Drake, Corey
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015)
This project examines how prospective elementary teachers (PSTs) framed the idea of drawing on multiple mathematical knowledge bases (MMKB)--children's mathematical thinking and funds of knowledge--for diverse learners, in the context of adapting curriculum. We analyzed 47 written reflections of PSTs' analyses of an existing mathematics curriculum. Using inductive analysis, we identified four themes related to how PSTs evaluated the curriculum and identified possible spaces for small adaptations. Findings describe how these four themes related to incorporating MMKB. We discuss implications for mathematics teacher education. [For the complete proceedings, see ED583989.]
Descriptors: Mathematics Curriculum, Mathematics Instruction, Elementary School Mathematics, Preservice Teachers, Preservice Teacher Education, Knowledge Base for Teaching, Thinking Skills, Mathematical Aptitude, Reflection, Curriculum Evaluation, Student Teacher Attitudes, Definitions, Thematic Approach, Prior Learning, Motivation Techniques, Student Needs, Educational Practices
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education
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Language: English
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