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1. Complex Connections: Reimagining Units Construction and Coordination

Author

MacDonald, Beth L., Boyce, Steve, Hunt, Jessica H., Byerley, Cameron, Moss, Diana L., and Bertolone-Smith, Claudia

Abstract

Students' construction, coordination, and abstraction of units underlie success across multiple mathematics domains. Structures for coordinating units underscore notions of numbers as composite units (e.g., five is a unit of five and five units of one). In this working group, we seek to facilitate collaboration amongst researchers and educators concerned with units construction and units coordination. The aim for this working group is two-fold: (1) to extend our research around units construction and coordination to new grade levels; and (2) to collaborate with researchers who investigate students with learning differences in school settings to determine diverse students' mathematics learning trajectories. [For the complete proceedings, see ED606556.]

Published
2019

2. Draw a picture of yourself learning math: What pre-service teachers’ self-portraits illustrate about their complex relationships with mathematics

Author

Sommers, Samantha, Unigarro, Michelle, Vantassel, Danielle, Bertolone-Smith, Claudia M, and Puliatte, Alison

Subjects
instructional practices, mathematics teacher education, self, Higher Education and Teaching, Science and Mathematics Education, math anxiety, Elementary Education and Teaching, pre-service teachers
Abstract

Access the online Pressbooks version of this article here. The purpose of this study was to examine factors that may influence pre-service teachers’ relationships with mathematics. Elementary pre-service teachers who were enrolled in a mathematics methods course (n = 52) wrote a letter to math and drew a picture of themselves learning math. The self-portraits were analyzed by a team of undergraduate student researchers and teacher educators to identify themes related to the types of emotions, experiences, and situations displayed. The results of the self-portrait analysis indicated a higher percentage of negative emotions as compared to positive and neutral emotions. Additionally, the portraits indicated the influence of early elementary experiences on developing the participants’ math identity and relationships with mathematics. Implications for teacher preparation coursework and elementary mathematics pedagogy are discussed.

Published
2022
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