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Melissa Graham’s Three Minute Thesis


Preservice Teacher Learning Through Lesson Study

This study focused on mathematics preservice teacher (PST) learning about equity during an experimental course. This course was designed around lesson study, a process in which PSTs planned, rehearsed, revised, taught, and reflected on a lesson that they taught to Algebra Concepts students at the university in which the study took place. I discuss activities in the course designed to promote attention to equity, what PSTs found most beneficial, and what data revealed PSTs learned. Additionally, I discuss recommendations for teacher educators and program designers who seek to support PSTs in learning to enact equitable practices in mathematics classes.

[VIDEO TO BE POSTED AFTER EVENT]

Melissa Graham’s research interests include anything related to teacher learning. In particular she is interested in Mathematical Knowledge for Teaching (MKT), culturally responsive pedagogy, teacher professional development, lesson study, and applying situated learning theories to preservice teacher learning.

Her career plans are to hold a tenure track position that allows her to work with preservice and practicing mathematics teachers, either at the middle or secondary level.

She is currently a senior lecturer in Eastern Washington University’s Department of Mathematics. She holds a master’s degree in Mathematics from Eastern, as well as two bachelor’s degrees from Eastern: Physics, and Secondary Education in Mathematics.