Using Improvement Science to Promote Mathematics Teaching Practices and Equity during Clinical Experiences
Location
Waldorf
Start
1-16-2018 10:30 AM
End
1-16-2018 11:45 AM
Short Description
This presentation will describe how a national partnership among mathematics teacher educators is using an improvement science research design to promote mathematics teaching practices and equitable learning opportunities. Initially, the presenter will describe the continuum of collaborative and student-focused clinical experiences, including co-planning /co-teaching and paired placement fieldwork models. Subsequently, insights of measures used to garner data across the continuum about the impact of pre-service teachers’ equitable implementation of the Mathematics Teaching Practices (National Council of Teachers of Mathematics [NCTM], 2014) will be discussed.
Abstract
This presentation will describe how a national partnership among mathematics teacher educators is using an improvement science research design to promote mathematics teaching practices and equitable learning opportunities. Initially, the presenter will describe the continuum of collaborative and student-focused clinical experiences, including co-planning /co-teaching and paired placement fieldwork models. Subsequently, insights of measures used to garner data across the continuum about the impact of pre-service teachers’ equitable implementation of the Mathematics Teaching Practices (National Council of Teachers of Mathematics [NCTM], 2014) will be discussed.
This presentation in intended for a researcher and practitioner audience. It is connected to the conference theme because it seeks to highlight a national effort to improve teacher preparation programs.
Format
Concurrent Session
Institutional level targeted
Higher Ed
Moderator
Ruthmae Sears, USF
Using Improvement Science to Promote Mathematics Teaching Practices and Equity during Clinical Experiences
Waldorf
This presentation will describe how a national partnership among mathematics teacher educators is using an improvement science research design to promote mathematics teaching practices and equitable learning opportunities. Initially, the presenter will describe the continuum of collaborative and student-focused clinical experiences, including co-planning /co-teaching and paired placement fieldwork models. Subsequently, insights of measures used to garner data across the continuum about the impact of pre-service teachers’ equitable implementation of the Mathematics Teaching Practices (National Council of Teachers of Mathematics [NCTM], 2014) will be discussed.
This presentation in intended for a researcher and practitioner audience. It is connected to the conference theme because it seeks to highlight a national effort to improve teacher preparation programs.