Transforming Preservice Elementary Teachers' Mathematics Attitudes and Confidence Levels Through Micro-Learning Experiences

• In Event: Allowing Culture to Lead in Spaces of Professional Development and Practice

Abstract

The current research focused on developing preservice elementary teachers’ (PSETs’) capacities to professionally notice children’s mathematical thinking and identify equitable teaching practices. PSETs participated in a sequence of brief web-based microlearning modules focused on topics related to equitable professional noticing practices in numeracy and algebraic concepts. Data were collected from PSETs across seven universities in two states. Researchers measured changes in PSETs’ attitudes and levels of confidence related to mathematics and teaching mathematics equitably after PSETs participated in the microlearning modules. Early evidence emerged indicating that the microlearning modules provided an early professional development opportunity for PSETs, producing gains in attitudes and confidence that could be built upon during the PSETs’ future teaching careers, even beyond mathematics.

Authors

• Brittany Flanery Crawford, Human Resources Research Organization

• Cindy Jong, University of Kentucky

• Jonathan Norris Thomas, University of Kentucky

• Molly H. Fisher, University of Kentucky