The literature underscores the importance of authentic learning environments for developing preservice teachers’ dispositions and skills for teaching mathematics. Hence, teacher preparation programs often include methods courses embedded within K-12 schools. Utilized to a lesser extent, however, are campus-based interactions with school-aged children. In this action research study, I investigated how such communications embedded within a mathematics methods course influenced preservice teachers’ learning. Grounded theory underpinned my inquiry, and findings portrayed the interactions as promoting 1) a stance for teaching mathematics visually, and 2) recognition of existing connections concerning a) disciplinary topics, b) course readings, and c) participants. In this article, I highlight features for educators to consider when designing teacher learning experiences both within schools and on campus.
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