Quest For A Constructivist Practice of Teaching Elementary Math Methods Course: Experiments, Questions, and Dilemmas

Cengiz Alacaci

Florida International University

Alacaci@fiu.edu

A typical elementary math methods course has a crowded agenda. There are a multitude of goals that need to be considered, prioritized, and realized. Given that mathematics education is in the process of reform, preservice teachers need to be equipped with the competencies and skills to help them understand the new vision of mathematics in elementary schools. The purpose of this presentation is to outline the experience of a new mathematics teacher educator in planning, and implementing an elementary math methods course.

In order to help preservice teachers develop an ownership of the vision of reformed math education, it is necessary that they construct their own knowledge and skills of mathematical pedagogy. In other words, as we model constructivist mathematics instruction in these courses, we need to practice a constructivist approach to teach the methods course itself. Here are some questions that need to considered for designing an elementary math methods course:

1. With so many students coming with unfavorable attitudes and dispositions towards math, how can we help them develop positive dispositions within the limited context of this course?

2. How can we reinforce the inadequate content knowledge of some students while teaching pedagogical knowledge at the same time?

3. What are effective ways of modifying unproductive beliefs of students about the nature of math and teaching math?

4. What are worthwhile types of pedagogical content knowledge that need to be covered in the course (that is, models, metaphors, analogies used to convey mathematical concepts)? How can this knowledge best be constructed by students?

5. How do we balance and relate teaching of content specific pedagogical knowledge (such as numbers, operations, geometry, fractions, etc.) with teaching for process skills (such as problem solving, reasoning, communication, connections, and representations)?

6. How do we best help integrate pedagogical content knowledge of smaller grain size to create lessons aligned with reformed vision rich in discourse and eliciting higher order thinking?

7. What are effective ways of modeling reform-oriented yet realistic instruction?

8. What are best ways of teaching how to teach children with diverse backgrounds and needs (e.g., children with limited English proficiency)?

9. What are effective ways of teaching how to make meaningful connections between mathematics and other subject matter areas?

10. What are effective ways of encouraging for continuous professional development after graduation?

The author of this presentation has engaged in an extensive process of designing and redesigning the course to meet the goals embedded in the above questions. The result is mixed success at best. The right direction seems to be a careful blending of content and pedagogical content knowledge supported with case analysis of teaching mathematics and guided field experiences. Goals, resources and outcomes of the course are presented in an integrated framework.