The Preparation Experiences of Elementary Mathematics Specialists: Examining Influences on Beliefs, Content Knowledge, and Teaching Practices

Autor/inn/en	Swars, Susan L.; Smith, Stephanie Z.; Smith, Marvin E.; Carothers, Jody; Myers, Kayla
Titel	The Preparation Experiences of Elementary Mathematics Specialists: Examining Influences on Beliefs, Content Knowledge, and Teaching Practices
Quelle	In: Journal of Mathematics Teacher Education, 21 (2018) 2, S.123-145 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-016-9354-y
Schlagwörter	Mathematics Teachers; Teacher Education Programs; Elementary Education; Elementary School Mathematics; Mixed Methods Research; Teacher Competencies; Beliefs; Attitude Change; Pedagogical Content Knowledge; Teaching Methods; Observation; Interviews; Teacher Attitudes; Teacher Surveys; Preservice Teacher Education; Experiential Learning + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementarunterricht; Elementare Mathematik; Schulmathematik; Lehrkunst; Belief; Glaube; Attitudinal change; Einstellungsänderung; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Interviewing; Interviewtechnik; Lehrerverhalten; Lehramtsstudiengang; Lehrerausbildung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Many in the field of mathematics education call for elementary schools to have elementary mathematics specialists (EMSs) who provide needed mathematical expertise and support for children and teachers. EMSs serve as a reasonable, immediate alternative to the challenges generated by elementary teachers needing improved mathematical knowledge for teaching in the classroom. However, limited inquiry has explored how to best prepare EMSs and how program features and learning activities influence their development. This mixed-method study identifies some of the interrelated benefits from a K-5 Mathematics Endorsement Program designed to prepare EMSs through examining changes in mathematical beliefs, specialized content knowledge (SCK), and classroom teaching practices during the program. Data (n = 32) were collected over the 2-semester program via belief surveys, a content knowledge assessment, observations of teaching practices, and individual interviews from elementary teachers participating in the program. The findings show some changes in beliefs can be made relatively quickly, other shifts in beliefs take more time and continued support, and changes in SCK and adoption of various aspects of standard-based pedagogy require considerably greater opportunities to learn. The described program features and learning experiences provided a context for these changes and offer considerations for EMS preparation programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01