Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction


  • Erin E. Turner University of Arizona
  • Mary Q. Foote Queens College, CUNY
  • Kathleen Jablon Stoehr Santa Clara University
  • Amy Roth McDuffie Washington State University Tri-Cities
  • Julia Maria Aguirre University of Washington-Tacoma
  • Tonya Gau Bartell Michigan State University
  • Corey Drake Michigan State University




children's funds of knowledge, children's mathematical thinking, mathematical tasks, prospective teacher education


In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he brought to the mathematics classroom, and then wrote reports that included instructional suggestions as to next steps to further the child's growth in mathematics. The authors' analyses of these reports indicate that there were a variety of ways which prospective teachers made connections to one or more of their child's knowledge bases. In a high percentage of cases, prospective teachers attended to one of these knowledge bases, indicating that they were attending to particularities about their child and developing the dispositions to continue to do so. Implications for research and practice are discussed.


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Author Biographies

Erin E. Turner, University of Arizona

Associate Professor Department of Teaching, Learning, and Sociocultural Stiudies

Mary Q. Foote, Queens College, CUNY

Associate Professor Department of Elementary and Early Childhood Education

Kathleen Jablon Stoehr, Santa Clara University

Assistant Professor Department of Education

Amy Roth McDuffie, Washington State University Tri-Cities

Professor College of Education Department of Teaching and Learning

Julia Maria Aguirre, University of Washington-Tacoma

Associate Professor Department of Education

Tonya Gau Bartell, Michigan State University

Associate Professor College of Education Department of Teacher Education

Corey Drake, Michigan State University

Associate Professor College of Education Department of Teacher Education