Field Fridays: Immersing Preservice Teachers in Learning Inquiry Mathematics Instruction Eula E. Monroe & Damon L. Bahr Brigham Young University Joseph S. Rino Plymouth State University #732

Mathematics Sequence for Preservice Teachers  Mathematics  Mathematics Education

Mathematics Sequence for Preservice Teachers  Mathematics  General education requirement  Mth Ed 305: Basic Concepts of Mathematics  Concept-oriented exploration of number, measurement, and informal geometry in relation to children’s learning.  Mth Ed 306: Concepts of Mathematics  Concept-oriented exploration of rational numbers and proportional reasoning, probability, and early algebraic reasoning in relation to children’s learning.

Mathematics Sequence for Preservice Teachers  Mathematics Education  El Ed 447: Teaching Mathematics in Grades K-6  The teaching and learning of elementary school mathematics guided by current principles relating to mathematics content, social interaction, student thinking, and child development.

El Ed 447 Course Outcomes  Establish mathematics goals that accommodate students' varied mathematical trajectories and align appropriately with state content and practice standards as well as informal and formal assessments of student thinking.  Select and/or design worthwhile mathematical tasks that include varying levels of cognitive demand, thus increasing access to learning.  Design, implement, and evaluate inquiry-based lessons as structured by the Launch-Explore-Summarize (Discuss/Debrief) teaching and learning cycles or sequences.  Anticipate student mathematical thinking (for planning lessons and/or units, orchestrating discourse, questioning, etc.).  Create high levels of mathematical interaction by planning for discussion, questioning, and establishing a supportive classroom environment.  Adapt instruction to address the diverse learning strengths and needs of both groups and individuals.  Assess student learning, both formatively and summatively, using a range of appropriate strategies, and employ the results of assessment in guiding instruction.  Practice professionalism : In commitment to learning to teach, in appearance and demeanor, and in the quality of work submitted.

Text for the Course National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author.

Teacher Beliefs and Teacher Knowledge

Teacher Practices  Planning  Before Instruction  Unit Planning (or Lesson Sequences)  Lesson Planning—Launch/Explore/Summarize

Teacher Practices  Assessment  During Instruction  Questioning  Listening  Observing  Interpreting  Decision-making

Rationale for Field Fridays  Students’ need for “real” experiences with inquiry-based mathematics teaching  Our lack of access to their practicum experience

Time and Location of Field Fridays  Approximately ½ day for each Field Friday; 2 class periods between Field Fridays  Within a school in the BYU/Public School Partnership  In reasonable driving distance from the university  Within several sections of one grade level

Sequence of Experiences  Prior to First Field Friday  Study of Principles to Actions (NCTM, 2014)  Unit planning, sometimes in conjunction with classroom teachers  Abbreviated lesson study of videotaped lessons  Intensive work on lesson planning using the LES format

Sequence of Experiences  First Field Friday  Methods professor teaches introductory lesson; classroom teacher and PSTs observe  Methods professor and PSTs debrief lesson and modify as needed (abbreviated lesson study format)  Selected PSTs teach same lesson to small groups in other classrooms; other PSTs observe; those teaching prepare written reflections on their practice  Methods professor and PSTs debrief lesson and suggest modifications (adapted lesson study format)

Sequence of Experiences (cont’d)  Following Week  Monday Classroom teachers teach second lesson to their students  Tuesday Selected PSTs teach third lesson to small groups (and reflect on practice)  Classroom teachers and other PSTs observe  Whole-group debrief

Sequence of Experiences (cont’d)  Following Week  Wednesday Classroom teachers teach fourth lesson to their students  Thursday Selected PSTs teach fifth lesson to small groups (and (and reflect on practice) Classroom teachers and other PSTs observe Whole-group debrief

Sequence of Experiences (cont’d)  Second Field Friday  Repeat of First Field Friday experience, but with a culminating rather than an introductory lesson

Alternate Sequence of Experiences  Similar sequence, but with an emphasis on conducting individual CGI interviews and planning instruction around what was learned about student thinking

Emphases  Every PST gets to teach and be observed  Abbreviated lesson study format  Focus on listening and making use of students’ mathematical thinking  High cognitive demand of tasks  Planning for and promoting meaningful discourse

PST Perspective on Benefits and Challenges  Benefits  Authentic experiences in the classroom with real students  Being involved in and seeing a progression of lessons  Challenges  Too early in the semester to have sufficient background and preparation  Distance of school sites from campus (a concern only on regular class days)

CFA Perspective on Benefits and Challenges  Benefits  Seeing methods professors teach inquiry lessons  Teaching a small group is a great way for PSTs to start  Schools receive professional development opportunities in math inquiry  Challenges  PST distances to drive on regular class days

Liaison Perspective on Benefits and Challenges  Benefits  PSTs see some best practices in action  Methods professors and PSTs can have an immediate and significant discussion  The children in the school benefit  Challenges  PST driving time on regular class days

CT Perspective on Benefits and Challenges  Benefits  Teacher teams collaborating with methods professor  PSTs were prepared and respectful  Challenges  Instructional time required  Somewhat disruptive to curriculum map

Methods Professor Perspective on Benefits and Challenges  Benefits  Helps PSTs glimpse “the big picture”  PST motivation and development  PSTs are better prepared for and more positive about inquiry teaching and learning  Challenges  Coordinating all components  Avoiding disruption of school schedule

The Future of Field Fridays …with adjustments.

References National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: Author. Schroyer, J., & Fitzgerald, W. (1986). Middle grades mathematics project: Mouse and elephant. Menlo Park, CA: Addison Wesley. Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2009). Orchestrating productive mathematical discussions: Helping teachers learn to better incorporate student thinking. Mathematical Thinking and Learning, 10,