Mentoring Future Mathematics Teachers: Lessons Learned from Four Mentoring Partnerships

Authors

Angie Hodge, Northern Arizona University
Janice Rech, University of Nebraska at Omaha
Michael Matthews, University of Nebraska at Omaha
Kelly Gomez Johnson, University of Nebraska at Omaha
Paula Jakopovic, University of Nebraska at Omaha

Document Type

Article

Publication Date

Fall 2019

Journal Title

Journal of Mathematics Education at Teachers College

Volume

10

Issue

2

First Page

37

Last Page

43

Abstract

Mentoring is an important aspect of mathematics teacher education, and in particular, pre-service teacher education. Faculty at a large Midwestern university developed and refined a mentoring program designed to help pre-service secondary mathematics teachers, called Scholars, become future leaders in mathematics education. This paper describes how faculty mentors leveraged challenges in the mentoring program’s early stages based on their reflections and initial mentee outcomes to create a more effective mentoring program. Recommendations based on research and practice are provided for other university programs interested in mentoring future mathematics teachers.

Recommended Citation

Hodge, A. M., Rech, J., Gomez Johnson, K., Jakopovic, P. M., Matthews, M. (2019). Mentoring Future Mathematics Teachers: Lessons Learned from Four Mentoring Partnerships. The Journal of Mathematics Education at Teachers College (JMETC), 10(2), 37-43. https://doi.org/10.7916/jmetc.v10i2.4194

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