Making Connections in Practice

By J. Aguirre, Erin E. Turner, Tonya Gau Bartell, Crystal Kalinec-Craig, Mary Q. Foote, Amy Roth Mcduffie, Corey Drake. 2013

100 citations recorded by the source corpus.

This study examines the ways prospective elementary teachers (PSTs) made connections to children’s mathematical thinking and children’s community funds of knowledge in mathematics lesson plans. We analyzed the work of 70 PSTs from across three university sites associated with an instructional module for elementary mathematics methods courses that asks PSTs to visit community settings and develop problem solving mathematics lessons that connect to mathematical practices in these settings (Community Mathematics Exploration Module). Using analytic induction, we identified three distinct levels of connections to children’s mathematical thinking and their community funds of knowledge evidenced in PSTs’ work (emergent, transitional, and meaningful). Findings describe how these connections reflected different points on a learning trajectory. This study has implications for understanding how PSTs begin to connect to children’s mathematical funds of knowledge in their teaching, a practice shown to be effective for teaching diverse groups of children.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/2b2f72c00005b4d5ea3df71c854f3d2224be6489

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In Education

1. Corey Drake
2. Erin E. Turner

Citations in the corpus

• A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge (2016, background): “Aguirre et al. (2013) found that while many PSTs made superficial connections to CFoK and/or CMT in their lessons, others made meaningful connections to children’s thinking and capitalized on the ways that children and families use mathematics outside of school.”