pp. 357-375 | Article Number: mathedu.2016.010
Published Online: March 01, 2016
Article Views: 1394 | Article Download: 1167
We describe a model that leverages natural connections between undergraduate research and mathematics teacher preparation. The model integrates teaching and research by prompting undergraduates to continuously reflect on classroom data from lessons they have taught. It is designed to help undergraduates build identities as teachers who base decisions on empirical data, and also to build identities as future graduate students in mathematics education. The identities that undergraduates participating in the first year of the project developed pertaining to these roles are described. Undergraduates generally identified with a problem-based approach to teaching and saw themselves as future graduate students in various fields, including mathematics education. Suggestions for improving and adapting the model for use in other settings are also provided.
Keywords: classroom research, formative assessment, identity, reflection, undergraduate research
American Association of Colleges for Teacher Education & Stanford Center for Assessment, Learning, and Equity. (2015).edTPA. Retrieved from http://edtpa.aacte.org/
Ball, D. L. (2003). Mathematical proficiency for all students: Toward a strategic research and development program in mathematics education. Santa Monica, CA: RAND.
Beijaard, D. (1995). Teachers’ prior experiences and actual perceptions of professional identity. Teachers and Teaching:Theory and Practice, 1(2), 281-294. doi: 10.1080/1354060950010209
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107-128. doi:10.1016/j.tate.2003.07.001
Chong, S., Low, E. L., & Goh, K. C. (2011). Emerging professional identity of pre-service teachers. Australian Journal of Teacher Education, 36(8), 50-64.
Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith & K.M. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 309-424). Mahwah, NJ: Erlbaum.
Common Core State Standards Writing Team. (2011). Progression for the Common Core State Standards for Mathematics (Draft), K–5, Measurement and data. Retrieved from http://commoncoretools.files.wordpress.com/2011/06/ccss_progression_md_k5_2011_06_20.pdf
Confrey, J., Maloney, A. P., Nguyen, K. H., Mojica, G., & Myers, M. (2012). TurnOnCCMath.net: Learning trajectories for the K-8 Common Core math standards. Retrieved from https://www.turnonccmath.net
Council on Undergraduate Research. (2015). Student events. Retrieved from http://www.cur.org/conferences_and_events/student_events/
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath.
Educational Testing Service. (2015). The Praxis performance assessment for teachers. Retrieved from http://www.ets.org/ppa/
Ellemor-Collins, D. L., & Wright, R. J. (2008). Student thinking about arithmetic: Videotaped interviews. Teaching Children Mathematics, 15, 106-111.
Ferrini-Mundy, J. (2011). Dear colleague letter: Opportunity for Research Experiences for Undergraduates (REU) sites focusing on STEM education research. Arlington, VA: National Science Foundation. Retrieved from http://www.nsf.gov/pubs/2011/nsf11076/nsf11076.jsp
Forbes, C. T., & Davis, E. A. (2008). The development of pre-service elementary teachers’ curricular role identity for science teaching. Science Education, 92, 909-940. doi: 10.1002/sce.20265
Girod, M., & Pardales, M. (2001, April). “Who am I becoming?” Identity development in becoming a teacher-researcher.Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
Harrison, R. L. (2008). Scaling the ivory tower: Engaging emergent identity as a researcher. Canadian Journal of Counselling,42(4), 237-248.
Hu, S., Scheuch, K., Schwartz, R., Gaston-Gayles, J., & Li, S. (2008). Reinventing undergraduate education: Engaging college students in research and creative activities. ASHE Higher Education Report, 33(4), 1-103.
Hunter, A. -B., Laursen, S. L., & Seymour, E. (2006). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36-74. doi: 10.1002/sce.20173
Ingersoll, R. M., & Perda, D. (2010). Is the supply of mathematics and science teachers sufficient? American Educational Research Journal, 47, 563-594. doi: 10.3102/0002831210370711
Jenkins, O. F. (2010). Developing teachers’ knowledge of students as learners of mathematics through structured interviews. Journal of Mathematics Teacher Education, 13, 141-154. doi: 10.1007/s10857-009-9129-9
Kilpatrick, J., Swafford, J. and Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
McDonough, A., Clarke, B., & Clarke, D. M. (2002). Understanding, assessing and developing children’s mathematical thinking: The power of a one-to-one interview for preservice teachers in providing insights into appropriate pedagogical practices. International Journal of Educational Research, 37, 211-226. doi:10.1016/S0883-0355(02)00061-7
Lappan, G., Fey, J. T., Fitzgerald, W. M., Friel, S. N., Phillips, E. D. (2009). Connected mathematics project 2. Boston: Pearson.
Learn NC & Wheatley, G. (2001). Problem centered math. Retrieved from http://www.learnnc.org/lp/editions/pcmath/cover
National Governors Association for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Retrieved from http://www.corestandards.org/
Pillen, M., Beijaard, D., & den Brok, P. (2013). Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Education, 36(3), 240-260. doi: 10.1080/02619768.2012.696192
Ponte, J. P., & Chapman, O. (2008). Preservice mathematics teachers’ knowledge and development. In L.D. English & D. Kirshner (Eds.), Handbook of international research in mathematics education (2nd ed., pp. 223-261). New York: Routledge.
Reys, B. J., & Reys, R. E. (2004). Recruiting mathematics teachers: Strategies to consider. Mathematics Teacher, 97, 92-95.
Reys, R. E., Reys, B., & Estapa, A. (2013). An update on jobs for doctorates in mathematics education at institutions of higher education in the United States. Notices of the AMS, 60, 470-473.
Ricks, T. E. (2011). Process reflection during Japanese Lesson Study experiences by prospective secondary mathematics teachers. Journal of Mathematics Teacher Education, 14, 251-267. doi: 10.1007/s10857-010-9155-7
Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316, 548-549. doi: 10.1126/science.1140384
Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers’ work, lives and their effects on pupils: Key findings and implications from a longitudinal mixed-methods study. British Educational Research Journal, 33, 681-701. doi: 10.1080/01411920701582264
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14-22. doi: 10.3102/0013189X034004014
Stigler, J. W., & Hiebert, J. (1999). The teaching gap. New York, NY: Free Press.
Weiland, I. S., Hudson, R. A., & Amador, J. M. (2014). Preservice formative assessment interviews: The development of competent questioning. International Journal of Science and Mathematics Education, 12, 329-352.
Wenger, E. (1999). Communities of practice: Learning meaning and identity. Cambridge: Cambridge University Press.