Document Type

Conference Proceeding

Publication Date



Supporting prospective elementary teachers (PTs) to develop mathematics problems with contexts that reflect their students’ lives is a challenge that remains to be explored. We began this work by conducting collaborative action research to explore PTs’ development of mathematics problems that were relevant and authentic to PTs’ own lives. We engaged in iterative cycles of action research by asking PTs to write mathematics stories, followed by our review and discussion of the themes we saw and sharing selected examples with PTs during class discussions. Findings after three cycles of data collection suggest that PTs’ mathematics contexts became more story-like and personally authentic, and the authors (mathematics teacher educators) developed a clearer understanding of their goals for supporting PTs’ development.


Articles published in the Proceedings are copyrighted by the authors. Permission to reproduce an article or portions from an article must be obtained from the author.

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.