Exploring Mathematics Vocabulary Alignment in a Future Elementary Teacher's Trajectory: A Case Study

This qualitative case study explored an elementary foundations mathematics course and the mathematics vocabulary elementary pre-service teachers (PSTs) encounter at various stages in their preparation as mediated by curriculum, standards, and assessment materials. Guided by the theoretical lens of a...

Full description

Saved in:
Bibliographic Details
Published in:Journal of college reading and learning 2023-07, Vol.53 (3), p.192-210
Main Authors: Ray, Amy, Herron, Julie, Bullock, Emma
Format: Article
Language:English
Subjects:
Alignment
Alignment (Education)
Case Studies
Constructivism (Learning)
Curricula
Curriculum alignment
Elementary School Teachers
Mathematics
Mathematics Curriculum
Mathematics education
Mathematics Instruction
mathematics vocabulary
pre-service teachers
Preservice Teachers
Student teachers
Teacher education
Teacher Education Programs
Text analysis
Vocabulary Development
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This qualitative case study explored an elementary foundations mathematics course and the mathematics vocabulary elementary pre-service teachers (PSTs) encounter at various stages in their preparation as mediated by curriculum, standards, and assessment materials. Guided by the theoretical lens of a constructivism-informed conceptual framework, text analyses indicated varying degrees of alignment of mathematics vocabulary when comparing across the materials gathered from different points in PSTs' preparation and future careers as educators. Further investigation indicated that considering alignment as a process provided possible opportunities for continued curricular improvement related to promoting mathematics vocabulary for elementary PSTs.
ISSN:1079-0195
2332-7413
DOI:10.1080/10790195.2023.2214188