Making Sense of Elementary Pre-Service Teachers' Mathematical Wounds: A Proposed Framework for Practice

Autor/inn/en	Skultety, Lisa; Saclarides, Evthokia Stephanie; Bajwa, Neet Priya; Brown, Karie; Poetzel, Adam; Gerardo, Juan Manuel
Titel	Making Sense of Elementary Pre-Service Teachers' Mathematical Wounds: A Proposed Framework for Practice
Quelle	In: International Electronic Journal of Mathematics Education, 18 (2023) 2, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Skultety, Lisa) ORCID (Saclarides, Evthokia Stephanie) ORCID (Bajwa, Neet Priya) ORCID (Brown, Karie) ORCID (Poetzel, Adam) ORCID (Gerardo, Juan Manuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Teachers; Mathematics Teachers; Teaching Methods; Mathematics Instruction; Teacher Education Programs; Teacher Educators; Learning Experience; Prior Learning; Mathematics Anxiety; Self Efficacy; Teacher Attitudes; Holistic Approach; Guidelines; Reflection; Preservice Teachers; Teacher Collaboration; Methods Courses + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lernerfahrung; Vorkenntnisse; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Holistischer Ansatz; Richtlinien; Lehrerkooperation; Methodisch-didaktische Anleitung
Abstract	We, six elementary mathematics teacher educators (MTEs), noticed that many of our elementary pre-service teachers (EPSTs) were limited by their views of mathematics, typically as the result of their prior experiences with learning mathematics. Much of the research around such limiting views focuses primarily on negative experiences or treats such views as associated with individual factors (e.g., self-efficacy, mathematics anxiety, and views about problem solving). Using a (re)humanizing mathematics perspective, we sought to identify these limiting views of mathematics in a more holistic approach, considering the complexity of views that EPSTs hold. In this article, we introduce a framework, developed through collaborative self-study methodology, to give shared language to the types of "mathematical wounds" EPSTs may have. Utilizing this framework, MTEs can support EPSTs' mathematical healing by enacting intentional instructional practices. We provide three general approaches to frame these intentional practices as well as reflection questions to support other MTEs in reconsidering their own courses and how they may take EPSTs' mathematical wounds and healing into account. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01