Encyclopedia of Teacher Education

Living Edition
| Editors: Michael A. Peters

Complex Instruction in Mathematics Teacher Preparation

  • Sandra CrespoEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-1179-6_239-1

Introduction

Complex instruction is a teaching approach that shifts classrooms from teacher-centered toward student-centered learning while putting specific emphasis on developing a classroom community that will expect and support an inclusive, equitable, and meaningful learning experience for all the students. Rather than setting up the classroom as a competitive space for learning where some students rise to the top and some sink to the bottom, complex instruction sets up the classroom as a collaborative space and as a place where everyone is expected to succeed and to contribute to a greater understanding than it would be possible through individualized instruction. In a complex instruction classroom, no one is seen as more or less smart. Instead everyone’s capacities, abilities, and experiences are acknowledged, valued, and nurtured as resources in the classroom.

What Is Complex Instruction?

Complex instruction (CI) is an instructional framework with a set of teaching principles...
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References

  1. Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110(3), 608–645.Google Scholar
  2. Cohen, E. G., & Lotan, R. A. (Eds.). (1997). Working for equity in heterogeneous classrooms: Sociological theory in practice. New York: Teachers College Press.Google Scholar
  3. Crespo, S., & Featherstone, H. (2012). Counteracting the language of math ability: Preservice teachers explore the role of status in elementary classrooms. In L. J. Jacobsen, J. Mistele, & B. Sriraman (Eds.), Mathematics teacher education in the public interest (pp. 159–179). Charlotte: Information Age Publishing.Google Scholar
  4. Crespo, S., & Harper, F. (in press). Learning to pose collaborative mathematics problems with secondary prospective teachers. International Journal of Educational Research.  https://doi.org/10.1016/j.ijer.2019.05.003
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Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  1. 1.Michigan State UniversityEast LansingUSA

Section editors and affiliations

  • Jodie Hunter
    • 1
  1. 1.Massey UniversityAucklandNew Zealand