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“You see things that you wouldn’t have seen otherwise”: enabling elementary preservice teachers to share different ways of seeing mathematics

“You see things that you wouldn’t have seen otherwise”: enabling elementary preservice teachers to share different ways of seeing mathematics
“You see things that you wouldn’t have seen otherwise”: enabling elementary preservice teachers to share different ways of seeing mathematics

Finding opportunities for elementary preservice teachers to engage in mathematics for themselves and to collaborate in their enquiries was the focus of this study, carried out at two English Universities. Preservice teachers on 1-year postgraduate programmes engaged in shared mathematics enquiry, with a focus on growing patterns. We conducted interviews with 15 preservice teachers and analysed the interview data alongside their subsequent lesson plans and lesson evaluations. We explored the awarenesses that emerged through deliberate retrospective analysis of sharing what others were seeing and how this influenced their prospective thinking about their own teaching. Our findings indicate that even when preservice teachers struggle to make sense of what others are seeing, they recognise that some approaches may be more efficient or insightful than others, and that listening to others’ ideas is a powerful learning opportunity for teachers and children. This has implications for initial teacher education programmes internationally. There is value in providing preservice teachers with opportunities to engage with mathematics as a shared experience, and in enabling and supporting deliberate retrospective and prospective reflection of this activity.

Mathematics, awareness, elementary preservice teachers, growing patterns, seeing, shared activity
1033-2170
1-23
Alderton, Julie
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Ineson, Gwen
46e14f32-a3ef-43f3-a41c-3ddefd302d84
Donaldson, Gina
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Rowland, Tim
f229788c-2e95-4e1c-b8cd-c020735aad3d
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Wilson, Kirsty
4a071218-522a-45c1-a69d-9fa86e85502a
Alderton, Julie
e7569e57-f7cf-4fca-9eab-61139dc52811
Ineson, Gwen
46e14f32-a3ef-43f3-a41c-3ddefd302d84
Donaldson, Gina
78a36e57-afe6-450c-b849-8b3e8220d37e
Rowland, Tim
f229788c-2e95-4e1c-b8cd-c020735aad3d
Voutsina, Chronoula
bd9934e7-f8e0-4b82-a664-a1fe48850082
Wilson, Kirsty
4a071218-522a-45c1-a69d-9fa86e85502a

Alderton, Julie, Ineson, Gwen, Donaldson, Gina, Rowland, Tim, Voutsina, Chronoula and Wilson, Kirsty (2022) “You see things that you wouldn’t have seen otherwise”: enabling elementary preservice teachers to share different ways of seeing mathematics. Mathematics Education Research Journal, 1-23. (doi:10.1007/s13394-022-00423-z).

Record type: Article

Abstract

Finding opportunities for elementary preservice teachers to engage in mathematics for themselves and to collaborate in their enquiries was the focus of this study, carried out at two English Universities. Preservice teachers on 1-year postgraduate programmes engaged in shared mathematics enquiry, with a focus on growing patterns. We conducted interviews with 15 preservice teachers and analysed the interview data alongside their subsequent lesson plans and lesson evaluations. We explored the awarenesses that emerged through deliberate retrospective analysis of sharing what others were seeing and how this influenced their prospective thinking about their own teaching. Our findings indicate that even when preservice teachers struggle to make sense of what others are seeing, they recognise that some approaches may be more efficient or insightful than others, and that listening to others’ ideas is a powerful learning opportunity for teachers and children. This has implications for initial teacher education programmes internationally. There is value in providing preservice teachers with opportunities to engage with mathematics as a shared experience, and in enabling and supporting deliberate retrospective and prospective reflection of this activity.

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Alderton et al._MERJ_Pure - Accepted Manuscript
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More information

Accepted/In Press date: 29 May 2022
e-pub ahead of print date: 14 June 2022
Published date: 14 June 2022
Additional Information: Publisher Copyright: © 2022, The Author(s).
Keywords: Mathematics, awareness, elementary preservice teachers, growing patterns, seeing, shared activity

Identifiers

Local EPrints ID: 457657
URI: http://eprints.soton.ac.uk/id/eprint/457657
ISSN: 1033-2170
PURE UUID: 28fc32f5-8a64-46ff-80fb-145986ff348d
ORCID for Chronoula Voutsina: ORCID iD orcid.org/0000-0003-2196-5816

Catalogue record

Date deposited: 14 Jun 2022 16:58
Last modified: 02 Feb 2023 02:38

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Contributors

Author: Julie Alderton
Author: Gwen Ineson
Author: Gina Donaldson
Author: Tim Rowland
Author: Kirsty Wilson

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