Dr. Keith Kerschen and colleagues publish chapter in new book

Concordia University, Nebraska Associate Professor of Education and Director of Data and 
Assessment Dr. Keith Kerschen partnered with two colleagues to publish a chapter in the new book “Elevating Clinical Practice in Mathematics Education: Cases that Showcase Teaching Practices in Action.”  Kerschen worked with Dr. Ryann Shelton, who is a lecturer in the Ed.D. Online in Learning and Organizational Change program at Baylor University, and Dr. Trena Wilkerson, who is a professor of mathematics education in the Department of Curriculum & Instruction at Baylor University.  

“The book explores how clinical practices and courses work together to prepare effective mathematics teachers,” explained Kerschen.  

The chapter is titled “Using Vignettes to Highlight the Importance of Eliciting and Using Evidence of Student Thinking". Recently released, the book “Elevating Clinical Practice in Mathematics Education: Cases that Showcase Teaching Practices in Action” was edited by Drew Polly and Christie S. Martin and published by Emerald Publishing.  

The book explores how clinical practices and courses work together to prepare effective mathematics teachers.

The book includes more than 50 cases organized around the National Council of Teachers of Mathematics (NCTM) Mathematical Teaching Practices (MTPs). NCTM (2014) developed the eight MTPs to “provide a framework for strengthening the teaching and learning of mathematics” (p. 9). Dr. Kerschen’s EDUC 374 course, Methods in Middle Level/Secondary Mathematics, is organized around these eight practices. 

“The work featured in this chapter is connected to research I completed with my colleagues at Baylor University while I was a doctoral candidate and graduate research assistant in the Curriculum & Instruction program,” added Kerschen. “Our chapter focuses on MTP #7, Elicit and Use Evidence of Student Thinking. We explain how we developed a Vignette Activity Sequence to support undergraduate students in our mathematics methods course to develop the skills related to eliciting and analyzing evidence of student mathematical thinking. We describe how, through the Vignette Activity Sequence, we can model for our students the importance of this specific MTP. In the chapter, we provide an example of a vignette that we developed and used with our undergraduate students. This process also includes an end-of-course assignment where we have our undergraduate students create their own vignettes, highlighting a mathematical concept they experienced in their clinical practice. In these vignettes, students include an authentic mathematics problem and accompanying student work. This helps students bridge the connection between their coursework and their clinical practice.” 

Concordia University, Nebraska’s education program prepares teachers to lead, teach and serve from a foundation of faith that asserts the value of every individual. Education students sharpen their God-given gifts as they learn to minister to future students, families, churches and communities.