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“Everything Matters”: Mexican-American Prospective Elementary Teachers Noticing Issues of Status and Participation While Learning to Teach Mathematics

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Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks

Part of the book series: Research in Mathematics Education ((RME))

Abstract

When prospective teachers learn to teach mathematics, they develop an understanding of content and pedagogy, which also includes strategies that encourage all children to participate in their learning. There is research that shows that issues of status and inequitable participation can hinder children’s access to learning mathematics and can give children the impression that only some students can do mathematics. The following book chapter presents the experiences of three Mexican-American immigrant prospective teachers as they learn how to teach elementary mathematics and to notice issues of status and participation in their fieldwork. Data sources include coursework artifacts from the methods classroom, observations in the field and semi-structured individual interviews with the participants. Using the professional noticing framework, the findings suggest that the prospective teachers attended to, interpreted, and acted upon moments of unequal status and participation with children in the field over the course of the semester. Implications for teacher education and future research will be discussed.

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Notes

  1. 1.

    All names have been changed to maintain the confidentiality of the participants.

  2. 2.

    This particular mathematics method course was a part of a larger research project, TEACH Math (Teachers Empowered for Advancing Change in Mathematics) that was supported by the National Science Foundation under Grants No. 0736964 and 1228034. For more information about how TEACH Math research team conceptualized the assignments described in this chapter, please see Aguirre et al. (2013), Roth McDuffie et al. (2014), and Turner et al., (2012).

  3. 3.

    For more details on the lenses that focus PTs’ attention to different aspects of classroom instruction while watching video clips, please see Roth McDuffie et al., (2014).

  4. 4.

    Some of the PTs’ quotes were edited in order to provide more clarity and context based on extended interviews.

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Authors and Affiliations

  1. University of Texas at San Antonio, San Antonio, TX, USA

    Crystal Kalinec-Craig

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  1. Crystal Kalinec-Craig
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Correspondence to Crystal Kalinec-Craig .

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Editors and Affiliations

  1. Morehead State University, Morehead, Kentucky, USA

    Edna O. Schack

  2. University of Kentucky, Lexington, Kentucky, USA

    Molly H. Fisher

  3. STEM Education, University of Kentucky, Lexington, Kentucky, USA

    Jennifer A. Wilhelm

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Kalinec-Craig, C. (2017). “Everything Matters”: Mexican-American Prospective Elementary Teachers Noticing Issues of Status and Participation While Learning to Teach Mathematics. In: Schack, E., Fisher, M., Wilhelm, J. (eds) Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks. Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-46753-5_13

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  • DOI: https://doi.org/10.1007/978-3-319-46753-5_13

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  • Online ISBN: 978-3-319-46753-5

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