Undergraduate research is increasingly
prevalent in many fields of study, but it is not
yet widespread in mathematics education.
We argue that expanding undergraduate
research opportunities in mathematics
education would be beneficial to the field.
Such opportunities can be impactful as
either extracurricular or course-embedded
experiences. To help readers envision
directions for undergraduate research
experiences in mathematics education
with prospective teachers, we describe a
model built on a design-based research
paradigm. The model engages pairs of
prospective teachers in working with faculty
mentors to design instructional sequences
and test the extent to which they support
children’s learning. Undergraduates learn
about the nature of systematic mathematics
education research and how careful analyses
of classroom data can guide practice.
Mentors gain opportunities to pursue their
personal research interests while guiding
undergraduate pairs. We explain how
implementing the core cycle of the model,
whether on a small or large scale, can help
teachers make instructional decisions that are
based on rich, qualitative classroom data.