Investigating the Impact of Positive Mathematics Beliefs and Sociomathematical Authority on Mathematics Teaching Practices of Minority Preservice Teachers

• In Event: Critical Issues in Urban Education: Academic Quality

Abstract

Following qualitative research methodology and contextualized in an Urban College and its partnership elementary school in urban neighborhoods, this research project explores the process of development of effective teachers and the impact of socio-mathematical authority and belief on teaching practices of minority pre-service teachers. Aiming to raise mathematics achievement of all K-6 students by increasing the effectiveness of pre-service teacher candidates, the project focuses on developing and deepening prospective teachers’ mathematics pedagogical-content knowledge by requiring them to analyze their students’ mathematics work-sample and study the effectiveness of their own teaching practices through data collection and assessing their students’ learning. The relevance of this project is that it focuses development of the knowledge and skills that teachers need in the classroom.

Authors

• Rupam Saran, Medgar Evers College - CUNY

• Joan Gujarati, Brown University