Abstract
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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 192-210 |
| Number of pages | 19 |
| Journal | Journal of College Reading and Learning |
| Volume | 53 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2023 |
Keywords
- Curriculum alignment
- mathematics vocabulary
- pre-service teachers
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
- Linguistics and Language