Meaningful Integration of Mathematics Methods Instruction and Field Experience

Abstract Preservice early childhood education majors at the University of Georgia are involved in a field experience in conjunction with their first mathematics methods course. The field experience involves one-on-one work with a child for 45 minutes each week for seven weeks. The intent of the field experience is to give the preservice teachers an opportunity to attend to children's mathematical thinking in a setting in which classroom management and curriculum management concerns are minimal. The design of the field experience is described and the outcomes for preservice teachers, children, and teacher educators are documented.