Making Connections in Practice

How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction

Bibliographic Data

ID4306397
AuthorsJulia M Aguirre (University of Washington Tacoma), Julia Aguirre (University of Washington Tacoma), Erin E Turner (0000-0002-7191-7751, University of Arizona, Tucson, USA), Tonya Gau Bartell (Michigan State University, East Lansing, USA), Tonya Bartell (0000-0002-0820-9699, Michigan State University), Crystal A Kalinec-Craig (0000-0002-1387-3797, University of Arizona), Crystal Kalinec-Craig (University of Arizona, Tucson, USA), Mary Q Foote (Queens College, City University of New York, Flushing, NY, USA), Amy Roth Mcduffie (0000-0002-1510-2400, Washington State University Tri-Cities, Richland, USA), Corey Drake (Michigan State University, East Lansing, USA)
Year2013
Volume64
Issue2
Pages178-192
Publication date2013-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487112466900
OpenAlexW1999074805
LanguageEN
Citations received25
References cited25

This study examines the ways prospective elementary teachers (PSTs) made connections to children's mathematical thinking and children's community funds of knowledge in mathematics lesson plans. We analyzed the work of 70 PSTs from across three university sites associated with an instructional module for elementary mathematics methods courses that asks PSTs to visit community settings and develop problem solving mathematics lessons that connect to mathematical practices in these settings (Community Mathematics Exploration Module). Using analytic induction, we identified three distinct levels of connections to children's mathematical thinking and their community funds of knowledge evidenced in PSTs' work (emergent, transitional, and meaningful). Findings describe how these connections reflected different points on a learning trajectory. This study has implications for understanding how PSTs begin to connect to children's mathematical funds of knowledge in their teaching, a practice shown to be effective for teaching diverse groups of children

Elementary mathematics · Learning community · Mathematical practice · Mathematics education · Pedagogy · Teaching method · Education and Technology Integration · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies

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Open DOISci-HubOpen Access