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Learning to Notice and Name Students’ Mathematical Strengths: A Digital Experience
article

, Clemson University, United States ; , University of Texas-San Antonio, United States ; , University of Maryland, United States ; , Michigan State University, United States

Journal of Technology and Teacher Education Volume 26, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

In this article the authors discuss the process of designing a digital experience to support prospective teachers to learn to enact an equity-based complex practice of mathematics teaching, namely to notice students’ mathematical strengths rather than notice gaps and deficits in their thinking. LessonSketch is a web-based platform purposefully designed to support the work of teacher educators. After theorizing how approximations of practice provide prospective teachers with ways and means for leveraging complex, equity-based pedagogical practices, the authors describe how they used LessonSketch to design a flexible digital learning experience for prospective teachers in mathematics methods courses. The authors reflect on the design choices they made, the challenges they faced, and the educational potential of their LessonSketch experience. They conclude by sharing design considerations and challenges that guided their work together and that could guide other mathematics teacher educators to support prospective teachers’ learning of complex pedagogical practices.

Citation

Bannister, N., Kalinec-Craig, C., Bowen, D. & Crespo, S. (2018). Learning to Notice and Name Students’ Mathematical Strengths: A Digital Experience. Journal of Technology and Teacher Education, 26(1), 13-31. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 10, 2019 from .

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