Date: April 19, 2012
Creator: Walker, Wynona & Tunks, Jeanne L.
Description: This paper discusses research on becoming a teacher of mathematics to elementary students. Abstract: This is an auto-ethnography of a pre-service teacher during the first semester of Professional Development School, documenting the journey as a learner and teacher of mathematics for this pre-service teacher. There is no hypothesis for this study, due to the qualitative nature of the research. Narrative data from sixteen weeks of communication about teaching and learning mathematics in the community served as data, which were analyzed for points of change from fear of mathematics to readiness to teach it to young children. Art as metaphor serves as pre and post representations of perception of math learning and teaching, with running narratives between as indicators of change. The findings show that due to research and experience on the Response to Intervention Model, assignments from a University of North Texas math methods course, and experience with tutoring elementary students in the pre-service field, reconciliation between math and the pre-service teacher occurs.
Contributing Partner: UNT Honors College