Future Teachers in Action: What Math Centers Taught Us About Teaching, Standards, and Ourselves
Faculty Mentor
Dr. Heidi Eisenreich
Location
Russell Union Ballroom
Type of Research
On-going
Session Format
Poster Presentation
College
College of Education
Department
Mathematical Sciences
Abstract
This research project examines pre-service teachers’ reflections on what they learned through designing and facilitating elementary mathematics centers and how these experiences may influence their future teaching practices. Data for this study will be collected through a reflective survey asking pre-service teachers what they learned, what they would change, and how the experience will impact them as future teachers. Additional survey items will identify changes in comfort level with the Georgia Standards website before exploring the standards in this class and after creating the centers. Qualitative data analysis techniques will be utilized to identify themes in responses through an iterative coding process. Preliminary findings will be shared to highlight how hands-on curriculum design and facilitation support pre-service teachers’ development of teacher identity.
Program Description
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Start Date
4-23-2026 10:00 AM
End Date
4-23-2026 12:00 PM
Recommended Citation
Bryant, Emory, "Future Teachers in Action: What Math Centers Taught Us About Teaching, Standards, and Ourselves" (2026). GS4 Student Scholars Symposium. 78.
https://digitalcommons.georgiasouthern.edu/research_symposium/2026/2026/78
Future Teachers in Action: What Math Centers Taught Us About Teaching, Standards, and Ourselves
Russell Union Ballroom
This research project examines pre-service teachers’ reflections on what they learned through designing and facilitating elementary mathematics centers and how these experiences may influence their future teaching practices. Data for this study will be collected through a reflective survey asking pre-service teachers what they learned, what they would change, and how the experience will impact them as future teachers. Additional survey items will identify changes in comfort level with the Georgia Standards website before exploring the standards in this class and after creating the centers. Qualitative data analysis techniques will be utilized to identify themes in responses through an iterative coding process. Preliminary findings will be shared to highlight how hands-on curriculum design and facilitation support pre-service teachers’ development of teacher identity.
