Doing the Math with Paraeducators: Enhancing and Expanding a PreK-3 Math Professional Development Model

• In Event: Innovations and Advances in Mathematics Instruction

Abstract

To increase paraeducators' capacity to support students, we theorized that they would need opportunities to build their confidence as mathematics learners and enhance their knowledge of early mathematics ideas. Therefore, we designed a PreK-3 mathematics professional development (PD) program to advance pedagogical content knowledge (PCK) and enable paraeducators to enact teaching practices. Our objectives were to redesign, expand, and test a PD model, to support change in paras’ knowledge and instructional behaviors. Also, we expected to increase paras’ sense of math efficacy, PCK, and opportunities to become teachers.

Our theoretical framework drew on Grossman and colleagues' work (Grossman et al., 2009; Schutz et al., 2018), which described the value of decomposing complex practice into meaningful components. To this end, educators engaged in role playing, interviewed students about problem-solving approaches, and practiced using new strategies to support students as they engaged in mathematics activities. We utilized artifacts, videos, and transcripts to make practice visible. Following the first PD implementation, our theoretical framework expanded to include Looking at Student Work (LASW) sessions, for building communities of practice within their schools.

We measured longitudinal change in efficacy and PCK with the Mathematics Teaching Efficacy Beliefs Inventory (MTEBI), two PCK assessments (Buttons and Farm), and the Math Journey. Results from the MTEBI for Indianapolis and Boston, combined, showed statistically significant increases with moderate effect sizes in self-efficacy [t(29)=-2.385), p<.05] and outcomes expectancy [t(29)=-1.915, p<.05]. Similarly, results from PCK assessments, Buttons and Farm, showed significant change and identified paras’ ability to evaluate student understanding. Similarly, we saw significant change in responses to questions that required educators to identify student challenges or confusion. However, there was no significant change in educators’ descriptions of students’ problem-solving approaches. Interview data from Math Journeys, autobiographical drawings about math experiences, were analyzed with an Epistemic Network Analysis (ENA) tool. We found a statically significant difference between pre- and post-math journeys. Before PD paras mostly reported challenging experiences with mathematics.

After the PD there was a substantial increase in positive experiences, especially when teaching mathematics. Paired-sample t-tests also revealed a significant difference between Pre-Post interview response patterns, t(45.29) = −9.31, p < .001, 95% CI [−0.71, −0.46], M = −0.58.

Overall results identified a notable role shift as paras moved from classroom monitors to math educators. Moreover, paras shared positive narratives about the ways in which they worked with students, especially those needing extra support. They noted their development of new skills and abilities, and they frequently admired those demonstrated by their colleagues. These new perspectives, about their capacity to learn and teach mathematics, underscore the value of PD designed specifically for paraeducators, suggesting it can make a difference for this population. Future studies might build upon these measures, by offering models, new forms of measurement, and guidance for those who plan to design and implement PD for educators who provide academic support.

Authors

• Audrey E. Martinez-Gudapakkam

• Karen Mutch-Jones, TERC

• Brandon Sorge, Indiana University Indianapolis

• Judy Storeygard, TERC

• Sabrina De Los Santos Rodríguez, TERC

• Sarah Hill, TERC

• Connie Henry, Boston Public Schools

• Thomas Schindler, Purdue University

• Gina Borgioli Yoder, Indiana University

• Lynette Osborne, National Academy of Engineering

• Elizabeth Osche, PERG Learning