Abstract
The widespread adoption of the Standards for Mathematical Practice (SMPs) in state K-12 mathematics standards implies preservice teachers (PST) must understand these standards to be prepared, beginner teachers. To date, limited research has investigated PST understanding of the SMPs. This paper shares a study that examined which components of the Common Core SMP descriptions PSTs attended to in their own descriptions of the SMPs. Study findings indicate PSTs focused on broad overarching ideas or specific actions involved in SMP engagement depending on which SMP they were describing. Implications for teacher educators and standards authors are discussed.
Keywords
Preservice teachers, Standards for Mathematical Practice, CCSSM
How to Cite
Stoddard, E., (2025) “Examining preservice teachers' descriptions of the Standards for Mathematical Practice”, Ohio Journal of School Mathematics 99(1), 19--29. doi: https://doi.org/10.18061/ojsm.5052
Rights
Elyssa Stoddard