Abstract
This article examines how the Child Mathematics Inquiry Portfolio (CMIP), a semester-long field experience project attached to an elementary mathematics methods course, can impact preservice teachers’ understanding about teaching and learning mathematics and set them on more positive mathematics teaching journeys as they prepare to enter the field. This action research study, grounded in reflective practice, was contextualized in undergraduate and graduate elementary mathematics methods courses with 92 participants over two academic years. Data came from preservice teachers’ written reflections on the child mathematics inquiry process. Findings reveal that the CMIP impacted the preservice teachers’ mathematics teaching and learning in four major areas: bridge between mathematics methods course, textbook, and actual classroom experience; mathematical confidence; greater understanding of how teachers shape students’ mathematics dispositions; and personal. Implications for mathematics teacher education are discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Mathematics Education at Teachers College
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
