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Principal Investigator: Sandra Crespo
Graduate Students: Aaron Brakoniecki
Funding: National Science Foundation
Dates: 2006–2011
This project is studying what teacher candidates learn during their professional preparation about three central mathematics teaching practices – posing mathematical problems, responding to students' mathematical ideas, and interpreting students' mathematical work – using cross-sectional and longitudinal research designs. The cross-sectional study aims to characterize these three practices at each of three stages in the elementary teacher preparation program at Michigan State University. The longitudinal study focuses on the development of the focal practices as prospective elementary school teachers move through the teacher preparation program and into their first and second year of teaching. Factors that afford and constrain the development of these practices will also be examined through in-depth case studies of ten participants. The educational goal of the project is to provide professional development for mathematics teacher education instructors.
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