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Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club

Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club

Rachael Eriksen Brown
Copyright: © 2019 |Pages: 31
ISBN13: 9781522562498|ISBN10: 1522562494|EISBN13: 9781522562504
DOI: 10.4018/978-1-5225-6249-8.ch018
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MLA

Brown, Rachael Eriksen. "Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club." Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, IGI Global, 2019, pp. 420-450. https://doi.org/10.4018/978-1-5225-6249-8.ch018

APA

Brown, R. E. (2019). Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club. In T. Hodges & A. Baum (Eds.), Handbook of Research on Field-Based Teacher Education (pp. 420-450). IGI Global. https://doi.org/10.4018/978-1-5225-6249-8.ch018

Chicago

Brown, Rachael Eriksen. "Integrating Mathematics and Science Methods Classes With an Afterschool STEM Club." In Handbook of Research on Field-Based Teacher Education, edited by Thomas E. Hodges and Angela C. Baum, 420-450. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6249-8.ch018

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Abstract

This chapter describes a model of integrating an elementary mathematics methods course with an afterschool club in order to support pre-service teachers' development of a teaching practice. The goal of the model was to help pre-service teachers integrate theory and practice as well as begin to notice particular elements of a classroom and lesson. Details of the model, the course, and how the partnership with the elementary school was formed are shared. In addition, results from analyzing pre-service teachers' journal responses indicate most teachers focused on classroom management initially; however, writing shifted to focus on students' mathematical ideas and the purpose of play. Learnings with respect to teacher education as well as ideas for future research are discussed.

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