Summary of Module
This module focuses on student learning, and identity and dispositions of a case study student. In working with the case study student over the course of the semester, prospective teachers consider how to use this knowledge in mathematics instruction. This module includes four activities.
Goals for Prospective Teachers
- learn to observe and examine learning in more detail,
- expand thinking about children as mathematical learners including which skills, knowledge, practices and experiences they see as relevant to children’s learning, and
- think about how the knowledge, skills and competencies that children demonstrate in different contexts (school, after school, home, community) might support their school mathematics learning.
Prospective teachers conduct an interview with one student in their practicum classroom in an effort to become more familiar with the student’s activities and interests, the student’s home and community knowledge base and home and community resources. Knowledge gained from this interview can be used to inform the Community Walk activity in the Community Mathematics Exploration Module.
Prospective teachers “shadow” a student for a period of time (ideally one full school day) in an effort to identify the child’s competencies across contexts. Knowledge gained from this interview can be used to inform the Community Walk activity in the Community Mathematics Exploration Module.
Prospective teachers conduct problem solving interviews with one or more students in their practicum classroom. These interviews provide an opportunity to practice eliciting, interpreting, and assessing students’ thinking about mathematics, with a particular focus on children’s understanding of number concepts. Whole number interview protocols and guidelines were adapted from previous research.
This assignment is designed to cut across the previous activities in this module. In this write-up, prospective teachers reflect across the multiple interviews and observations that they completed with their case study students, and consider how to use this knowledge in mathematics instruction (early thinking about leveraging students’ multiple mathematical knowledge bases).
To cite this module: Foote, M. Q., Roth McDuffie, A., Aguirre, J., Turner, E. E., Drake, C. & Bartell, T. G.. (2015). Mathematics Learning Case Study Module. In C. Drake et al. (Eds.), TeachMath Learning Modules for K-8 Mathematics Methods Courses. Teachers Empowered to Advance Change in Mathematics Project. Retrieved from: http://www.teachmath.info