Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
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...
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| Veröffentlicht in: | Journal of teacher education 2013-03, Vol.64 (2), p.178-192 |
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| container_title | Journal of teacher education |
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| creator | Aguirre, Julia M. Turner, Erin E. Bartell, Tonya Gau Kalinec-Craig, Crystal Foote, Mary Q. Roth McDuffie, Amy Drake, Corey |
| description | 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. |
| doi_str_mv | 10.1177/0022487112466900 |
| format | Article |
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Turner, Erin E. ; Bartell, Tonya Gau ; Kalinec-Craig, Crystal ; Foote, Mary Q. ; Roth McDuffie, Amy ; Drake, Corey</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c452t-6f4640dee246355cf99fd997cc566bb7279e194f9c24c8da2b2247148ac3c6533</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2013</creationdate><topic>Cultural Background</topic><topic>Culturally Relevant Education</topic><topic>Elementary School Teachers</topic><topic>Instructional Effectiveness</topic><topic>Learning</topic><topic>Learning strategies</topic><topic>Lesson Plans</topic><topic>Logical Thinking</topic><topic>Mathematics</topic><topic>Mathematics education</topic><topic>Mathematics Instruction</topic><topic>Mathematics Teachers</topic><topic>Methods</topic><topic>Methods Courses</topic><topic>Preservice Teacher Education</topic><topic>Preservice Teachers</topic><topic>Problem Solving</topic><topic>Student Diversity</topic><topic>Study and teaching</topic><topic>Teacher-student relations</topic><topic>Teacher-student relationships</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Aguirre, Julia M.</creatorcontrib><creatorcontrib>Turner, Erin E.</creatorcontrib><creatorcontrib>Bartell, Tonya Gau</creatorcontrib><creatorcontrib>Kalinec-Craig, Crystal</creatorcontrib><creatorcontrib>Foote, Mary Q.</creatorcontrib><creatorcontrib>Roth McDuffie, Amy</creatorcontrib><creatorcontrib>Drake, Corey</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Gale In Context: High School</collection><collection>Gale in Context : Biography</collection><collection>Gale In Context: Canada</collection><jtitle>Journal of teacher education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Aguirre, Julia M.</au><au>Turner, Erin E.</au><au>Bartell, Tonya Gau</au><au>Kalinec-Craig, Crystal</au><au>Foote, Mary Q.</au><au>Roth McDuffie, Amy</au><au>Drake, Corey</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1008967</ericid><atitle>Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction</atitle><jtitle>Journal of teacher education</jtitle><addtitle>Journal of Teacher Education</addtitle><date>2013-03-01</date><risdate>2013</risdate><volume>64</volume><issue>2</issue><spage>178</spage><epage>192</epage><pages>178-192</pages><issn>0022-4871</issn><eissn>1552-7816</eissn><coden>JTEDAP</coden><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. 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| fulltext | fulltext |
| identifier | ISSN: 0022-4871 |
| ispartof | Journal of teacher education, 2013-03, Vol.64 (2), p.178-192 |
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| language | eng |
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| subjects | Cultural Background Culturally Relevant Education Elementary School Teachers Instructional Effectiveness Learning Learning strategies Lesson Plans Logical Thinking Mathematics Mathematics education Mathematics Instruction Mathematics Teachers Methods Methods Courses Preservice Teacher Education Preservice Teachers Problem Solving Student Diversity Study and teaching Teacher-student relations Teacher-student relationships Teaching Methods |
| title | Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction |
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