Developing the Pedagogical Capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement Program

Bibliographic Data

ID5035587
AuthorsKayla D Myers (0000-0002-6300-8160, Georgia State University, Atlanta, USA, corresponding author), Susan Swars Auslander (0000-0002-4176-3931, Georgia State University, Atlanta, USA), Stephanie Z Smith (Georgia State University, Atlanta, USA), Marvin E Smith (Kennesaw State University, GA, USA), Debra S Fuentes (Brigham Young University, Provo, UT, USA)
Year2020
Volume71
Issue2
Pages261-274
Publication date2020-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487119854437
OpenAlexW2950048743
LanguageEN
Citations received2
References cited23

This mixed-methods study explored the pedagogical practices of Prospective Elementary Mathematics Specialists (PEMSs) as they completed a university K-5 Mathematics Endorsement program. Participants were 13 elementary teachers at an urban, high-needs charter school. Data were collected via individual interviews, written reflections on enacted teaching practices, two observations of classroom teaching practices, and a 36-item Cognitively Guided Instruction Teacher Knowledge Assessment. The findings show the PEMSs were connecting their learning during program courses with instructional practices in their classrooms, as 85% were implementing standards-based learning environments (SBLEs) at a high level, with the classroom event of providing their students opportunities to make conjectures about mathematical ideas as a relative struggle. The PEMSs described pedagogical shifts across the program, providing insights into these changes, along with how particular program components contributed, with the emergent themes of skepticism, trying it on, shifters, and need more support

Charter · Charter school · Elementary mathematics · Mathematics education · Pedagogy · Skepticism · Education and Technology Integration · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies

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