Abstract
AbstractIn order to explore the potential for math‐talk learning communities (utilizing interactive discussions of mathematics principles) as a framework for preservice teacher learning, a math‐talk learning community framework was adopted in a methods of teaching mathematics course for preservice early elementary teachers. A case study of the co‐created math‐talk learning community revealed that the use of this framework enhanced individual learning about mathematical concepts and the use of math‐talk learning communities, resulted in a prioritization of sense making, engaged learners, and created a safe space for mathematical discourse. The study has implications for teacher educators and for future research.
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