Abstract
Although experiential learning is widely recognized for its benefits, its implementation in content-focused mathematics courses for prospective teachers remains limited. To address this gap, this paper explores the integration of service-learning into three distinct mathematics courses for prospective teachers, detailing how it was implemented in each course. Results highlight opportunities for learning, particularly in developing agency, a sense of belonging, competence, and enriched experience among prospective teachers.
Recommended Citation
Hajra, Sayonita Ghosh; Davis, Brianna; Alanis, Jose; and Tokunaga, James
(2025)
"Preparing Future Educators: Using Service-learning in Mathematics Courses for Prospective K-12 Teachers,"
Journal of Community Engagement and Higher Education: Vol. 17:
Iss.
2, Article 8.
Available at:
https://scholars.indianastate.edu/jcehe/vol17/iss2/8
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons