Developing Addition Strategies: Preservice Teachers' Learning From Standards-Based Curriculum Materials

Author:
Andrew Tyminski Clemson University

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Corey Drake Michigan State University

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Tonia Land Drake University

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Volume/Issue:
Volume 2: Issue 1
Page(s):
6–26
DOI:
https://doi.org/10.5951/mathteaceduc.2.1.0006
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Subjects:
Grade(s) or Audience, All grades PK-12, Grades 3-5, Third, Fourth, Grades PK-2, Pre-kindergarten, Kindergarten, First, Second, Math Coordinator/Math Coach/Department Chair, Math Topic, Algebra, Algebraic Thinking/Pre-algebra Concepts, Algebraic Thinking, Number, Number & Operations, Number & Operations in Base Ten, Other Topic, Curriculum, Teaching and Learning Instruction, Conceptual Development, Professional Development / Teacher Training
Keywords:
Elementary; Mathematical knowledge for teaching; Preservice teachers; Standards-based curriculum; CCSS.Math.Content.K.OA.A.2; CCSS.Math.Content.K.OA.A.1; CCSS.Math.Content.K.NBT.A.1; CCSS.Math.Content.K.OA.A.5; CCSS.Math.Content.K.OA.A.4; CCSS.Math.Content.K.OA.A.3; CCSS.Math.Content.4.NBT.B.4; CCSS.Math.Content.4.NBT.A.2; CCSS.Math.Content.3.NBT.A.2; CCSS.Math.Content.2.OA.B.2; CCSS.Math.Content.2.NBT.A.3; CCSS.Math.Content.2.NBT.B.7; CCSS.Math.Content.2.NBT.B.9; CCSS.Math.Content.2.NBT.B.5; CCSS.Math.Content.2.NBT.B.6; CCSS.Math.Content.1.NBT.C.4; CCSS.Math.Content.1.OA.B.4; CCSS.Math.Content.1.OA.C.6

Despite the prevalence of mathematics curriculum materials in elementary classrooms, most current mathematics methods texts provide little or no support for preservice teachers (PSTs) learning to use curriculum materials. To meet this need, we have designed and studied several modules intended to provide PSTs with opportunities to learn about and from the use of curriculum materials. This article describes our research related to 1 of these modules–Addition Starter Sentences. Our results examine the nature of PSTs' developing content knowledge and pedagogical content knowledge, evidenced through their interactions with and reflections on Standards-based curriculum materials. We conclude with implications for mathematics teacher education research and practice.

Contributor Notes

Andrew Tyminski, Clemson University, Moore School of Education, 407A Tillman Hall, Clemson, SC 29634; amt23@clemson.edu

Corey Drake, Department of Teacher Education, Erickson Hall, East Lansing, MI 48824; cdrake@msu.edu

Tonia Land, Drake University, 2507 University Avenue, Des Moines, IA 50311; tonia.land@drake.edu

(Corresponding author is Tyminski amt23@clemson.edu)
(Corresponding author is Drake cdrake@msu.edu)
(Corresponding author is Land tonia.land@drake.edu)
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Mathematics Teacher Educator
Cover Mathematics Teacher Educator
Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2013
Page Count:
21
Article Category:
Research Article
Print Publication Date:
01 Sep 2013
Online Publication Date:
Sep 2013
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