Abstract
This qualitative case study presents findings related to the experiences of one preservice teacher as they attempted to create student-centered math experiences in their middle school mathematics classroom. The participant was enrolled in a graduate secondary mathematics teacher education program and was student teaching at a middle school. In this research study, I asked, “How does one preservice middle grades mathematics teacher understand ways to connect math to the real world?” The data collected included interviews, classroom artifacts, and researcher memos. The data were analyzed using thematic analysis. The findings suggested that, although the preservice teacher wanted to infuse real world experiences in their lessons, they were unsure of ways to do so; they struggled to infuse a real world context in math at the middle school level. This study draws attention to the importance of ensuring that middle grades mathematics educators receive instruction on ways to help their students make connections to the real world and thus create student-centered mathematics classrooms.
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