Learning to Teach Mathematics Differently: The Interaction between Coursework and Fieldwork for Preservice Teachers

Understanding how preservice teachers integratecoursework and fieldwork as they learn to teach iscritical to understanding how to prepare teachers toimplement the kind of instruction envisioned bycurrent reforms in mathematics education. This articleexplores the connections that 3 preservice elementaryteachers made between their experiences as learners ofmathematics in a masters-level university methodscourse and their experiences as teachers ofmathematics in the fieldwork classroom. Three casestudies are presented in order to illustrate differentways that the experience of engaging in mathematicalinquiry influences the way in which elementarypreservice teachers construct their understanding ofthemselves as mathematics teachers. Taken together,the case studies suggest that we need to expand ourperspective as teacher educators to encompass learningfrom the fieldwork experience as well as preserviceteacher learning beyond the conclusion of thesemester. In particular, I conclude that the goals ofa methods course should include developing andnurturing particular habits of mind that helppreservice teachers learn from their own teaching.