Preparing Elementary Mathematics Specialists: Support for Pedagogical Shifts

• In Event: Engaging Students in Mathematical Thinking

Abstract

This case study examined the pedagogical practices of practicing elementary teachers (N=9) in a university K-5 Mathematics Endorsement program studying to become Elementary Mathematics Specialists. Data were collected via observations of classroom teaching practices, individual interviews, and professional portfolios. The findings show all were implementing standards-based learning environments at a high level, with the classroom event of providing students opportunities to make conjectures about mathematical ideas as a relative struggle. Participants were honing their skills for orchestrating effective discourse, and the application of those skills became more meaningful as they saw the impact it was having on student learning. The collaborative support during the program’s authentic residency and mentor sessions was significant for implementation of newly learned instructional practices.

Authors

• Susan Swars Auslander, Georgia State University

• Kayla Myers, Georgia State University