RUME 25
2023
Omaha, Nebraska
Teaching Experience as a Frame for Contributions of Academic Mathematics Coursework to Teacher Learning
Page: 539
We analyzed end of course reflections of graduate students in mathematics courses for practicing teachers. Participants were asked questions about mathematics content, habits of mind, and whether being a concurrent mathematics teacher while taking the graduate course impacted the value that they saw in either area. Participants were also asked to reflect on whether they believed the course would have been valuable when they were an undergraduate student. We first coded these reflections with Hoffman and Even’s (2018, 2021) framework including essence, doing, and worth of mathematics. As a result of our analysis, we suggest extending their framework to mathematics and mathematics teaching, and to include content. Discussion includes suggestions for future research to understand how teaching mathematics reframes learning mathematics, and the importance of framing to understanding the uptake of mathematics courses for both prospective and practicing teachers.