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Abstract

Two mathematics teacher educators (MTEs) discuss the mathematical contexts generated by prospective teachers (PTs) when pushed to look for relevant mathematics in their lives and communities. Through collaborative teacher action research focused on iterations of collecting, categorizing, and discussing PTs’ mathematical contexts, and posing selected examples for PTs’ own examination, layers of learning occurred for both PTs and MTEs. PTs began to craft more personalized, story-like contexts, seemingly noticing more mathematics in their lives. MTEs were unexpectedly pushed to clarify their thinking about what it means to develop contexts that are authentic and relevant, and to contemplate how their actions were influencing the mathematical stories told by PTs.

Author Biography

Lindsay M. Keazer is an Assistant Professor of Teacher Education at Sacred Heart University. She studies prospective teachers’ learning about pedagogies for fostering mathematical reasoning and being culturally responsive. Eryn M. Maher is an Assistant Professor of Mathematics Education at Georgia Southern University. She researches the impacts of instructional strategies and resources on mathematical identities, beliefs, and learning.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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