Learning to Anticipate Students' Mathematical Responses in Two Contexts: The Case of One Preservice Teacher in a University and School Setting

Abstract

Field experiences have been shown to impact mathematics preservice teachers' beliefs and perceptions about teaching and field experiences, but there is little research evidence of what preservice teachers learn about teaching mathematics from these experiences. This lack of research makes the mathematics field experiences a productive sight for investigation. Further research shows that mathematics preservice teachers struggle to consider their students possible reactions to the lesson plans they create as part of their participation in these experiences. The purpose of this study was to trace the practices of anticipating students' mathematical responses of one preservice teacher in the first semester of her field experience and to examine the factors in the university and school contexts that supported or constrained her participation in this practice. Using a case study design, lesson plans and interview and observation data were collected and analyzed to present a picture of the practices of one preservice teacher working in two contexts. Findings indicated that there were multiple factors in the university context that promoted the preservice teacher in the practice of anticipating students' mathematical responses while lesson planning. Conversely, there were multiple factors in the school context that constrained her practices in this area. The findings also suggest that the preservice teacher in this study struggled to see the relevance of her own preferred teaching and lesson planning practices, those which aligned with what was advocated by the university, in the lecture-based school context in which she found herself. This study demonstrates the importance of preservice teachers having and making use of authority and resources in field experiences to support them in enacting their own practices as beginning teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]