Centering Mathematics Pre-Service Teachers’ Whole Selves: A Collaborative Approach to Course Syllabus Design

Abstract

In this participatory research, two pre-service teachers (PSTs) and a mathematics teacher educator (MTE) collaboratively analyzed multiple voices that influence syllabi from elementary mathematics teaching methods courses. Findings suggest syllabi fall along a continuum from harmonious to dissonant orchestration of the voices of past and present children, PSTs, MTEs, universities, and state policies. Formatting, stance makers, and content and wording influenced the kind of multivocality that addressivity, ventriloquation, and hybridization constituted. These findings informed our use of collage method to create a sample syllabus that centers the voices of PSTs and their future students. We discuss implications that intentional syllabus design decisions may have in humanizing these documents and fostering a relationship of mutuality and support between PSTs and MTEs.