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Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, ability to reason about mathematics, facility in making connections across content strands and to other subjects, and proficiency in communicating mathematical ideas (Baroody & Coslick, 1998; National Council of Teachers of Mathematics, 1989; Orrill & French, 2002). The author calls for research that more closely examines students’ learning experiences and educational outcomes such as mathematical power and mathematics knowledge for teaching (Hill, Rowan, & Ball, 2005).

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.