Author ORCID Identifier

Jakopovic -

Document Type

Conference Proceeding

Publication Date



At the national level, undergraduate mathematics teacher preparation programs are shifting to develop teachers who not only understand current research-informed instructional practices but also have firsthand experiences learning, teaching, and collaborating in student-centered environments (CBMS, 2016). Understanding the degree to which these experiences impact pre-service teachers’ learning is challenging to measure. This paper describes the efforts of a Track 1 National Science Foundation (NSF) Robert Noyce Teacher Scholarship grant to recruit and provide wider professional experiences to develop high-quality secondary mathematics teacher candidates and how the research team utilizes a value framework (Wenger, Traynor, & de Laat, 2014) to study programmatic impact. The guiding questions for this research are: To what extent do pre-service mathematics teachers value participation in extended programs to support their work as mathematicians and future teachers? and How can researchers and practitioners measure value as a construct? This paper examines: (a) how we leverage the value framework in a variety of ways, (b) preliminary findings on what Noyce participants value and the experiences that led to their learning, and (c) implications for future work in pre-service mathematics teacher preparation programs.


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This was presented at the Ninth Annual Mathematics Teacher Education Partnership Conference and appears in their proceedings (2020 ed., pp. 63-66) as well as presented at the annual meeting of the Mathematics Teacher Education Partnership (MTE-P), Virtual Conference.