Prospective Teachers' Understandings of Common Core Mathematical Practice: Making Sense of Mathematics

Presenter Information

Carla Gerberry, Xavier University
Lindsay Keazer, Michigan State University

Abstract

The Standards for Mathematical Practice that accompany the Common Core necessitate a shift in mathematics teaching to emphasize conceptual understanding and reasoning. Thus, many prospective teachers must learn to teach in ways distinct from how they learned. This study examines prospective early childhood teachers’ understandings of CCSS.MP.1, which emphasizes making sense of mathematics. Approximately one third of students demonstrated an understanding of the emphasis on students’ thinking strategies, while another third interpreted the process as one that could be minimized to a procedure. This holds implications for teacher educators to explore ways to develop prospective teach- ers’ understandings of this important distinc- tion.

Recommended Citation

Gerberry, Carla and Keazer, Lindsay (2015) "Prospective Teachers' Understandings of Common Core Mathematical Practice: Making Sense of Mathematics," Ohio Journal of Teacher Education: Vol. 29: No. 1, Article 6.
Available at: https://www.exhibit.xavier.edu/ojte/vol29/iss1/6