Abstract
In preservice teacher education, there is often a tension between the realities of in-field experience and the theoretical knowledge of higher academia. This article reveals the benefits of an elementary mathematics education mentor-supervised clinical experience and the creation of a third space to bridge these tensions to cohesively traverse between practice to theory. Moreover, we provide this third space by sharing reflections on the challenges faced in our own in-field experience in hopes that others gain insight on a different mathematics field experience, how to support that transition from practice back to theory, and how to pivot when things do not go as planned.
Keywords
pre-service teachers, clinical experiences, mathematics teacher education mentors, mathematics education
How to Cite
Chatraw, K. & Soto, M., (2024) “Drawing Taylor Swift, Orcas are Dolphins, & “What if” Questions”, Ohio Journal of School Mathematics 97(1), 62--69. doi: https://doi.org/10.18061/ojsm.4167
Rights
Kelsly Chatraw, Melissa Soto