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Mathematics and Mathematics Education at the University of Nebraska-Lincoln: Partnering to Implement Core Practices in Elementary Teacher Preparation

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Developing Mathematical Proficiency for Elementary Instruction

Part of the book series: Advances in STEM Education ((ASTEME))

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Abstract

All future elementary teachers at the University of Nebraska-Lincoln take four mathematics courses in addition to courses in pedagogy. The anchor for their mathematics preparation is the Mathematics Semester, a block of three courses that integrates mathematics instruction with pedagogical instruction and field experiences. The courses are completed in cohorts of approximately 24 students and include a mathematics course and a math methods course with certain assignments that count for credit in both courses. Students also participate in a field experience course under the supervision of master teachers at a local elementary school. This presentation emphasizes the core ideas and practices that are embedded in the mathematics assignments and how the approach supports efforts to deepen students’ understanding of mathematics while connecting the mathematics they study to the tasks faced by an elementary school teacher. Special attention is given to our use of homework and writing assignments to develop future elementary teachers who exhibit the habits of mind of a mathematical thinker.

W. James Lewis wishes to acknowledge the support provided by Math Matters (DUE-9981106), a National Science Foundation grant that made possible the development of the UNL program. In addition, this article and the presentation at Texas A&M is based upon work done while serving at the National Science Foundation. Any opinion, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

W. James Lewis chaired the Steering Committee for MET I and was chair of the Writing Team for MET II. He was a member of the writing team for the AMTE Standards.

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Notes

  1. 1.

    This is in agreement with past research findings which demonstrate these students believe they already possess the mathematical knowledge needed to successfully teach mathematics, making their math courses seem even less relevant to their future vocation (Thanheiser, Philipp, Fasteen, Strand, & Mills, 2013).

  2. 2.

    Studies that influenced changes to the UNL program include Simon (1993) and Simon and Blume (1994).

  3. 3.

    Wideen, Mayer-Smith, and Moon’s (1998) analysis of research on teacher development and Shulman’s (1986) work on pedagogical content knowledge support a focus on a program that attends to the intersection of mathematical content, how children learn the content, and teaching.

  4. 4.

    Lewis also had the opportunity to be a part of the writing team for the AMTE report.

  5. 5.

    Our algebraic thinking course covers Chaps. 7–9 and our geometry and measurement course covers Chaps. 10–14.

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Authors and Affiliations

  1. Department of Mathematics, Center for Science, Mathematics and Computer Education, University of Nebraska-Lincoln, Lincoln, NE, USA

    Michelle Homp & W. James Lewis

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  1. Michelle Homp
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  2. W. James Lewis
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Correspondence to Michelle Homp .

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Editors and Affiliations

  1. Department of Teaching, Learning & Culture, Texas A&M University, College Station, TX, USA

    Yeping Li

  2. Department of Teaching, Learning & Culture, Texas A&M University, College Station, TX, USA

    Roger E. Howe

  3. Department of Mathematics, University of Nebraska–Lincoln, Lincoln, NE, USA

    W. James Lewis

  4. Department of Mathematics, Louisiana State University, Baton Rouge, LA, USA

    James J. Madden

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Homp, M., Lewis, W.J. (2021). Mathematics and Mathematics Education at the University of Nebraska-Lincoln: Partnering to Implement Core Practices in Elementary Teacher Preparation. In: Li, Y., Howe, R.E., Lewis, W.J., Madden, J.J. (eds) Developing Mathematical Proficiency for Elementary Instruction. Advances in STEM Education. Springer, Cham. https://doi.org/10.1007/978-3-030-68956-8_5

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  • DOI: https://doi.org/10.1007/978-3-030-68956-8_5

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