PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
The Evolution of Classroom Mathematical Practices in a Mathematics Content Course for Prospective Elementary Teachers
Page: 2-284
We report on the classroom mathematical practices that developed in a mathematics content course for prospective elementary teachers. The course focused on number and operations and was intended to promote number sense development. Instruction was guided by a local instruction theory for number sense development, which we have described previously. The present report focuses on the classroom mathematical practices that emerged in the class involved in a recent teaching experiment. The actual learning trajectories identified inform elaboration and refinement of the local instruction theory and shed light on prospective teachers’ number sense development.