PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Exploring preservice teachers’ views of students’ mathematics capabilities within mediated field experiences
Page: 1199
This research explores preservice teachers (PSTs) views of students’ mathematical capabilities (VSMC) within mediated field experiences (MFEs) and the role of beliefs on instructional decisions. In MFEs, teacher educators serve as instructors, coaches and supervisors as PSTs plan, enact, and debrief instruction (McDonald et al., 2014). The research questions were: What is the nature of PSTs VSMC across an MFE cycle? How might PSTs beliefs impact instructional decisions? What role might MFEs play in developing productive VSMC? Findings showed that some teachers believed students were incapable of engaging in rigorous instruction, and consequently, would not always respond to student difficulty in ways that helps students participate in rigorous mathematical environments. Results suggest the need to study how teachers might develop more productive VSMC and better support students who struggle. The analysis also revealed how daily debriefs within MFEs supported PSTs to glean general instruction principles to inform their teaching.