Supporting Teaching of Algebra. Individual Readiness: Coaching Teachers Who Have Students With Intensive Mathematics Needs

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: Mathematics for All: Strategies to Enhance Learning Opportunities (Table 17)

Abstract

In this project, we present results from a multi-year study. Data shared are one component of a larger federally-funded project aimed at improving algebraic readiness of middle-school students experiencing mathematics difficulty by supporting teachers to implement a data-based individualization (DBI) framework and refine their instructional practices. Across the four-year model demonstration project, we collected pre and post assessment data from participating teachers (n= 51). Teacher surveys included instructional practices, teacher self-efficacy, and mathematics content knowledge (Jacobson et al., 2018). Quantitative data from the first three years of analyzed data indicated that teachers were found to make positive changes in their instructional practice, self-efficacy, and content knowledge following participation in the project.

Authors

• Erica S. Lembke, University of Missouri
  Presenting Author

• Sarah Rannells Powell, University of Texas at Austin
  Presenting Author

• Leanne R. Ketterlin-Geller, Southern Methodist University
  Presenting Author

• Stephanie Hopkins, University of Missouri - Columbia
  Non-Presenting Author