Constructing Meaning: Standards for Mathematical Practice

Bleiler, Sarah K.; Baxter, Wesley A.; Stephens, Diane; Barlow, Amy

doi:10.5951/teacchilmath.21.6.0336

Cited by 4 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to an increased focus on research involving the mathematical practices over the past decade (e.g., Bernander et al, 2020;Bleiler et al, 2015;Bostic & Matney, 2014;Davis et al, 2018), there exists extensive research pertaining to those processes (National Council of Teachers of Mathematics [NCTM], 2000) and proficiencies (National Research Council [NCR], 2001) that ground them. Furthermore, there is a growing body of research (e.g., Riordan & Noyce, 2001;Senk & Thompson, 2003) indicating that students in classrooms that utilize reform curricula (e.g., aligned to NCTM Standards) not only perform as well on standardized tests as do their counterparts in more traditional programs, but also outperform these same students on tests measuring conceptual understanding, applications, and problem-solving ability (Schoenfeld, 2007, p. 540).…”

Section: Introductionmentioning

confidence: 99%

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

Courtney

Caniglia²

2021

IJRES

View full text Add to dashboard Cite

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 pre-service 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.

show abstract

Section: Introductionmentioning

confidence: 99%