The community mathematics project: Using a parent tutoring program to develop sense-making skills in novice mathematics educators

Programs that provide underserved populations with access to high-quality mathematics through workshops, clubs, and classroom observations (Civil, Stoehr, & Salazar, 2019; Civil Bernier, 2006; Diaz-Palomar, Menendez, Civil, 2011; Jimenez-Castellanos, Ochoa, Olivos, 2016; Muir, 2011, 2012; Quintos, Bratton, 2019) are vital. The community project (CMP) is one such program takes a holistic approach transforming education. Through partnerships local institutions, the CMP pairs prospective teacher (PT) parent for online tutoring sessions. This study describes how PTs in supported parents’ development of sense-making (Odden Russ, 2017) by providing relevant tasks, employing multiple strategies, using virtual manipulatives, questioning one–one-one Findings suggest this type field experience an explicit focus on learning mathematics, engaging parents members community, attending broader issues social contexts learning. Further, attended individual considerations as sequencing scaffolding, relevancy content, task development, building towards common mathematical practices. Finally, onsite coaching experiences were formative developing essential skills teaching elementary school following areas: content pedagogical knowledge, core practices, funds knowledge approaches collaboration families, dispositions toward (teaching) reframing mistakes, emphasis sense-making, co-construction knowledge.