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Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks

Artigo2021

Scott A. Courtney; Joanne Caniglia

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Resumo

In the U.S., state adopted or developed college- and career-ready mathematics standards, including the Common Core State Standards for Mathematics, not only impact districts, students, and their teachers, but also university teacher preparation programs. In order to attain and sustain Common Core's vision of developing mathematically competent citizens, teacher preparation programs must support pre-service teachers' development of practical conceptions of the Standards for Mathematical Practice. In this article, we examine the mathematical practices middle grades pre-service teachers (grades 4-9 licensure) and mathematics teacher educators identified as playing a role in attempts to make sense of and work toward solutions to mathematics problems. In addition, we compare the mathematical practices indicated both within and across preservice teachers and mathematics teacher educators. Results identify pre-service teachers' potential difficulties operationalizing six specific mathematical habits of mind. Finally, we describe how such comparisons can guide the design of future teacher education and professional learning by describing a process for identifying problems and tasks with the greatest potential to support pre-service teachers' development of practical conceptions of mathematics or other content-specific habits of mind.

Dados da obra

Tipo
Artigo
Periódico
International Journal of Research in Education and Science
Ano
2021
Idioma
en
Palavras-chave
Comparative Analysis; Task Analysis; Mathematics Education; Cognitive Processes; Common Core State Standards; Teaching Methods; Teacher Education Programs; Preservice Teacher Education; Middle School Teachers; Teacher Educators; Teacher Role; Problem Solving; Mathematics Teachers; Faculty Development; Educational Practices
Temas
Formação de Professores de Matemática, Resolução de Problemas
ISSN
EISSN-2148-9955
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
COURTNEY, Scott A.; CANIGLIA, Joanne. Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks. International Journal of Research in Education and Science, 2021. Disponível em: https://eric.ed.gov/?id=EJ1308144. Acesso em: 5 nov. 2026.

APA

Courtney, S. A., & Caniglia, J. (2021). Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks. International Journal of Research in Education and Science. https://eric.ed.gov/?id=EJ1308144

BibTeX
@article{courtney2021,
  author = {Courtney, Scott A. and Caniglia, Joanne},
  title = {Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks},
  year = {2021},
  journal = {International Journal of Research in Education and Science},
  url = {https://eric.ed.gov/?id=EJ1308144},
  language = {en}
}
RIS
TY  - JOUR
AU  - Courtney, Scott A.
AU  - Caniglia, Joanne
TI  - Comparing the Mathematical Practices Pre-Service Teachers and Mathematics Teacher Educators Identified as Relevant to Problems and Tasks
PY  - 2021
JO  - International Journal of Research in Education and Science
UR  - https://eric.ed.gov/?id=EJ1308144
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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