Preservice Teachers' Development of Family‑Centered Tasks Aligned to Georgia Standards for Addition and Subtraction (Grades 2–4)

Faculty Mentor

Heidi Eisenreich

Location

Russell Union Ballroom

Type of Research

On-going

Session Format

Poster Presentation

College

College of Education

Department

Mathematical Sciences

Abstract

  • Preservice teachers engaged in a structured professional learning sequence centered on the Georgia Mathematics Standards for addition and subtraction of whole numbers in grades 2–4. Individually, participants developed family-friendly tasks specifically mapped to a targeted standard, aiming to assist parents in supporting their children's mathematical growth at home. These tasks were shared in small groups for collaborative critique, focusing on mathematical intent, grade-level alignment, clarity of language, accessibility, and cultural responsiveness. Participants then revised their tasks based on peer feedback to increase cognitive demand appropriate for the grade band while preserving usability for families. Through guided reflective prompts, preservice teachers captured their evolving understandings of standards interpretation, task design decisions, differentiation strategies, and communication approaches for diverse home contexts. Their reflections documented what participants learned and how the experience would impact their future practice as teachers. Using qualitative research methodology and data analysis techniques, preliminary themes from participants’ reflections will be presented to highlight key insights and impacts.

Program Description

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Start Date

4-23-2026 10:00 AM

End Date

4-23-2026 12:00 PM

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Apr 23rd, 10:00 AM Apr 23rd, 12:00 PM

Preservice Teachers' Development of Family‑Centered Tasks Aligned to Georgia Standards for Addition and Subtraction (Grades 2–4)

Russell Union Ballroom

  • Preservice teachers engaged in a structured professional learning sequence centered on the Georgia Mathematics Standards for addition and subtraction of whole numbers in grades 2–4. Individually, participants developed family-friendly tasks specifically mapped to a targeted standard, aiming to assist parents in supporting their children's mathematical growth at home. These tasks were shared in small groups for collaborative critique, focusing on mathematical intent, grade-level alignment, clarity of language, accessibility, and cultural responsiveness. Participants then revised their tasks based on peer feedback to increase cognitive demand appropriate for the grade band while preserving usability for families. Through guided reflective prompts, preservice teachers captured their evolving understandings of standards interpretation, task design decisions, differentiation strategies, and communication approaches for diverse home contexts. Their reflections documented what participants learned and how the experience would impact their future practice as teachers. Using qualitative research methodology and data analysis techniques, preliminary themes from participants’ reflections will be presented to highlight key insights and impacts.