Utilizing knowledge of students' culture, home, and community lives can support students' mathematics learning (e.g., Civil, 2007). It is important for prospective teachers (PTs) to develop strategies for doing so in their future classrooms. This article reports on a framework and intervention designed to support PTs in learning to use information gathered about a student's culture, interests, and home and community life to revise a high-level mathematics task to be more culturally relevant for that student. PTs demonstrated both success and different culties during the phases of the intervention, but were able to use what they learned to revise a high-level mathematics task for a student. The article also discusses the potential of the intervention and the implications for other mathematics teacher educators when enacting this intervention.
James Hiebert, Dawn Berk, Emily Miller, Heather Gallivan and Erin Meikle
We investigated whether the mathematics studied in 2 content courses of an elementary teacher preparation program was retained and used by graduates when completing tasks measuring knowledge for teaching mathematics. Using a longitudinal design, we followed 2 cohorts of prospective teachers for 3 to 4 years after graduation. We assessed participants' knowledge by asking them to identify mathematics concepts underlying standard procedures, generate multiple solution strategies, and evaluate students' mathematical work. We administered parallel tasks for 3 mathematics topics studied in the program and one mathematics topic not studied in the program. When significant differences were found, participants always performed better on mathematics topics developed in the program than on the topic not addressed in the program. We discuss implications of these findings for mathematics teacher preparation.