Making sense of elementary pre-service teachers’ mathematical wounds: A proposed framework for practice
Lisa Skultety 1 * , Evthokia Stephanie Saclarides 2 , Neet Priya Bajwa 3 , Karie Brown 4 , Adam Poetzel 5 , Juan Manuel Gerardo 2
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1 University of Central Arkansas, Conway, AR, USA2 University of Cincinnati, Cincinnati, OH, USA3 Illinois State University, Normal, IL, USA4 Georgia State University, Atlanta, GA, USA5 University of Illinois at Urbana-Champaign, Urbana-Champaign, IL, USA* Corresponding Author


We, six elementary mathematics teacher educators (MTEs), noticed that many of our elementary pre-service teachers (EPSTs) were limited by their views of mathematics, typically as the result of their prior experiences with learning mathematics. Much of the research around such limiting views focuses primarily on negative experiences or treats such views as associated with individual factors (e.g., self-efficacy, mathematics anxiety, and views about problem solving). Using a (re)humanizing mathematics perspective, we sought to identify these limiting views of mathematics in a more holistic approach, considering the complexity of views that EPSTs hold. In this article, we introduce a framework, developed through collaborative self-study methodology, to give shared language to the types of mathematical wounds EPSTs may have. Utilizing this framework, MTEs can support EPSTs’ mathematical healing by enacting intentional instructional practices. We provide three general approaches to frame these intentional practices as well as reflection questions to support other MTEs in reconsidering their own courses and how they may take EPSTs’ mathematical wounds and healing into account.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2023, Volume 18, Issue 2, Article No: em0738

Publication date: 08 Apr 2023

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