Transforming Preservice Teachers in Teaching Mathematics through Family Math Night: Community-Based Learning in an Urban Context

Abstract

This study investigates the impact of a Family Math Night event on preservice teachers’ (PSTs) perceptions of mathematics within a mathematics methodology course at a Hispanic-serving university on the West Coast. Sixteen PSTs participated in designing and implementing activities for the Family Math Night event at an urban elementary school, aimed at fostering community-based field experiences in teaching mathematics. Through qualitative analysis of PSTs’ reflections and discussions, the findings reveal a transformative impact of the Family Math Night event on PSTs’ perceptions of mathematics and its teaching and learning. Moreover, PSTs highlighted the opportunity to teach mathematics at Family Math Night in relevant ways to accommodate individual students’ mathematical levels and enhance student engagement. They also recognized the significance of parental involvement in mathematics education and expressed their intention to involve parents in their future careers. Overall, the findings highlight the potential of community-based learning initiatives like Family Math Night to expand PSTs’ perceptions of mathematics education and bridge the gap between methodology courses and fieldwork. This study contributes to the understanding of community-based learning opportunities for PSTs in mathematics education within urban contexts.