Assistant Professor Katie Baker and Assistant Professor Dani Lane presented their research at the annual The North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA) conference.
School of Education faculty members Katie Baker and Dani Lane presented at the virtual conference for the North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA) in June.
The presentation and accompanying proceeding by the two assistant professors was entitled, “Mathematics Instruction During Prospective Teachers’ Performance-based Assessment in Special Education Classrooms” and is available online here.
Their research examined prospective teachers’ perceived tension between their university coursework centered on student-driven mathematics instruction versus their internships’ implementation of a scripted mathematics program in special education settings. Their case study followed five prospective teachers enrolled as elementary education and special education dual majors simultaneously completing their Special Education edTPA teaching performance assessment. Initial findings indicate that although the edTPA could be used as a prospective teachers’ catalyst for altering a scripted program, the prospective teachers instead found disjointed compromise among their demands of the edTPA, their Clinical Educators, and their own expressed beliefs about teaching and learning.
Baker and Lane’s research project was funded through a grant from Elon’s Center for the Advancement of Teaching and Learning (CATL).
Baker also presented with a team of mathematics education colleagues from across the country about their collaboration to plan and implement undergraduate mathematics coursework that centers issues of equity and identity. The two presentations and corresponding proceedings were entitled “A Collaborative Self-Study to Forefront Issues of Identity and Equity in Mathematics Methods Courses” and “Prospective Teachers’ Affordances and Challenges of Seeing Students’ Mathematical Strengths.” This research team consists of seven mathematics teacher educators and examines data through dual lenses: the teacher educators’ collaborative reflection and change around how to support prospective teachers, and the prospective teachers’ challenges and successes in teaching mathematics with asset-based approaches. Again, proceedings can be read here.