Pre-service teacher knowledge and transfer of mathematics intervention practices
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Abstract
There is a current need for research in how pre-service programs prepare future teachers to intervene mathematically with at-risk students. The purpose of this study was to examine elementary pre-service teachers’ transfer of learning about mathematics intervention in relation to an RTI framework. Data sources included focus group interviews with pre-service teachers and document analysis of a required field-based course assignment known as the Mathematics Interactions Project (MIP). Haskell’s transfer theory was used as the framework to analyze the data. Findings indicate that pre-service teachers’ transferred knowledge of mathematics instructional practices including the use of manipualtives, lesson planning, and assessment to a field-based setting. However, only pre-service teachers’ with prior experiences with RTI conceptualized the assignment as RTI in action.