TY - JOUR
T1 - Exploring Mathematics Vocabulary Alignment in a Future Elementary Teacher’s Trajectory
T2 - A Case Study
AU - Ray, Amy
AU - Herron, Julie
AU - Bullock, Emma
N1 - Publisher Copyright:
© 2023 College Reading and Learning Association.
PY - 2023
Y1 - 2023
N2 - 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.
AB - 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.
KW - Curriculum alignment
KW - mathematics vocabulary
KW - pre-service teachers
UR - http://www.scopus.com/inward/record.url?scp=85160807302&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85160807302&partnerID=8YFLogxK
U2 - 10.1080/10790195.2023.2214188
DO - 10.1080/10790195.2023.2214188
M3 - Article
AN - SCOPUS:85160807302
SN - 1079-0195
VL - 53
SP - 192
EP - 210
JO - Journal of College Reading and Learning
JF - Journal of College Reading and Learning
IS - 3
ER -