Abstract
Mathematics education researchers and teachers generally agree that drawings support student learning, especially in elementary and middle school. However, drawings are not considered “mathematical;” symbols and equations are considered the main representations of mathematics. In this talk, I will argue why teachers and teacher educators should focus on using drawings as a legitimate form of mathematics. Additionally, I will also argue that a shift to using drawings entails a culture shift in how we think about and do mathematics. I will supplement the argument with a study where I describe how prospective middle school teachers learned to use drawings to “re-learn” previously learned mathematical ideas.
Key words: Teacher education, mathematics, representations, elementary and middle school