Developing Elementary Mathematics Specialists' Instructional Practices During a Preparation Program

• In Event: Developing STEM Teacher Practice

Abstract

This mixed methods study explored prospective Elementary Mathematics Specialists’ (N=72) instructional practices during a preparation program that included a K-5 Mathematics Endorsement. Quantitative data were collected via two observations of classroom practice per participant, for a total of 144 observations, and qualitative data were collected through individual interviews of five randomly selected participants. The findings show the participants were largely implementing instructional practices learned about in the program, including 77% doing so at a High level, with these data illuminating variability related to the evidence of specific classroom events. The results also provide insights into the barriers and affordances related to classroom enactment and program elements that supported successful implementation.

Authors

• Susan Swars Auslander, Georgia State University

• Emily Garrido, Georgia State University