1. 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

2. Mathematics Sequence for Preservice Teachers  Mathematics  Mathematics Education

3. 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.

4. 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.

5. 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.

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

7. Teacher Beliefs and Teacher Knowledge

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

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

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

13. 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

14. 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

15. 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)

16. 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

17. 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

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

19. 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

20. 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

21. 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)

22. 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

23. 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

24. 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

25. 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

26. The Future of Field Fridays …with adjustments.

27. 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, 313-340.