From Teacher Preparation to Elementary Classrooms: Examining Ambitious Mathematics Instruction Across Case Studies

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Abstract

This study cross analyzes the results of two multiple case studies that focus on ambitious mathematics instruction within two institutions. The first study examines how three elementary mathematics methods instructors in the same teacher education program (TEP) provide their teacher candidates with learning opportunities. The second study examines how two elementary teachers who graduated from that TEP enact mathematics instruction. Findings suggest that teacher beliefs influence both the content that students have the opportunities to learn and the nature of the learning opportunities. The results describe how instructors and teachers perceive the purpose of elementary mathematics instruction and how their perceptions align with the enactment of ambitious mathematics instruction.

Authors

• Casedy Ann Thomas, The University of Alabama

• Faith Peddie, National Council of Teachers of Mathematics