Who Teaches Mathematics Content Courses for Prospective Elementary Teachers in the USA? Results of a Second National Survey

Autor/inn/en	Masingila, Joanna O.; Olanoff, Dana
Titel	Who Teaches Mathematics Content Courses for Prospective Elementary Teachers in the USA? Results of a Second National Survey
Quelle	In: Journal of Mathematics Teacher Education, 25 (2022) 4, S.385-401 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Masingila, Joanna O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-021-09496-2
Schlagwörter	Mathematics Teachers; Elementary School Teachers; Preservice Teachers; Teacher Educators; Preservice Teacher Education; Course Content; Teaching Experience; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Kursprogramm; Elementare Mathematik; Schulmathematik
Abstract	This article reports on a second national survey of higher education institutions in the USA to answer the question "Who teaches mathematics content courses for prospective elementary teachers, and what are these instructors' academic and teaching backgrounds?" and addresses valuable information not collected with the first survey conducted in 2010. We surveyed 1740 institutions and a faculty member from each of 413 institutions (23.7%) participated in the survey. The survey results demonstrate that the majority of these institutions are not meeting the recommendations of the Conference Board of Mathematical Sciences (2012) and the Association of Mathematics Teacher Educators (2017) for prospective elementary teachers to take at least 12 semester-hour credits of mathematics content designed specifically for them. The data do indicate that there is movement toward more activity-based approaches for these courses as compared to the 2010 survey. Additionally, there is an increase in these courses having instructors with doctorates in mathematics education as well as an increase in instructors having grades 7-12 teaching experience. Most instructors for these courses do not have elementary teaching experience and have likely not had opportunities to think deeply about the important ideas in elementary mathematics. While most institutions still do not provide training and/or support for these instructors, formalized support and training appear to be increasing since the 2010 survey. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01