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Abstract
Much has been written about the importance of reflective practice. What is missing is reflective work on the part of teacher educators to address the mismatch between university-based methods courses and the realities of classroom life. With examples from a third grade mathematics classroom as well as a university-based mathematics methods course, this article explores ways educators can employ third space theory as a way to engage in purposeful reflection into their teaching practices.
Notes
1 The names of the school district, the elementary school, and the university have been changed to protect the identities of the participants in this study.
2 Demographic descriptors are those of the district.
3 Data retrieved from http://www.[edgewater].k12.[state].us/QuickFacts.pdf and http://www.[edgewater].k12.[state].us/topics/stats/2006/byincome.htm.
4 Information retrieved from http://www.[edgewater].k12.[state].us/today/711.htm.
5 Targeted minority students are those who are counted for diversity programs on campus and may not include all students from non-dominant backgrounds—especially those who choose not to disclose their demographic information. Typically, targeted minority students include those labeled by the university as Black, Hispanic, Southeast Asian, or Native American/Alaskan Native.
6 See Lobato, Clarke, and Ellis (Citation2005) for an interesting discussion of various conceptions of ìtellingî and how it might be used in the mathematics classroom.