Preservice Teachers’ Critical Connections to Effective Mathematical Teaching Practices: An Instructional Approach Using Vignettes

ABSTRACT

Preservice teachers (PSTs) must be able to link content, effective teaching practices, and student learning; thus, it is critical for teacher educators to emphasize connections between research and practice in methods courses. Reflection plays an important role in this process. In this article, the authors discuss and illustrate a vignette activity sequence used in a secondary mathematics methods course focused on the Common Core State Standards Mathematical Practices and the National Council of Teachers of Mathematics Mathematical Teaching Practices. This activity sequence includes a mathematical task with authentic student work, a targeted vignette, and a reflection exercise connected to the PSTs’ ongoing fieldwork. The authors include a guide to implementing the activity sequence with an accompanying example used in a methods course. In addition, implications for research and practice are discussed including utilization in other content areas.

KEYWORDS:

• Mathematics education
• teacher preparation
• vignettes
• methods course

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Trena Wilkerson

Trena L. Wilkerson, Professor of mathematics education in the Department of Curriculum and Instruction at Baylor University, teaches and conducts research related to mathematics teacher education.

Keith Kerschen

Keith Kerschen is an assistant professor of education at Concordia University Nebraska. He directs field experiences and teaches several undergraduate courses in education.

Ryann Shelton

Ryann N. Shelton is a doctoral candidate in the Department of Curriculum & Instruction at Baylor University. She currently teaches secondary mathematics preservice teachers and is interested in teacher education.