PME-NA

Changes In Early-Career K-12 Mathematics Teachers’ Beliefs About Their Preparedness to Engage In Core Teaching Practices

• In Event: Poster Session #2

Description

The National Council of Teachers of Mathematics (NCTM, 2014) identifies key effective teaching practices—such as establishing clear learning goals, facilitating mathematical discourse, using purposeful questioning, and eliciting evidence of student thinking—as essential for high-quality mathematics instruction. Yet, early-career K-12 mathematics teachers often feel unprepared to implement these practices, which undermines their instructional decisions and student engagement. I believe that a well-designed professional development (PD) program can transform these beliefs. This study proposes a PD program aimed at evolving early career teachers’ perceptions of their preparedness to engage in NCTM’s core practices. Employing a design-based implementation research (DBIR) approach within a pragmatist mixed-methods paradigm, the study will survey teachers in Center County, PA using TEDS-M questionnaires, complemented by classroom observations, video recordings, and reflective discussions. I emphasize that directly addressing teachers’ beliefs through iterative, evidence-based PD will enhance instructional efficacy and ultimately improve mathematics learning outcomes.

Authors

• Christian Kwame Kpotosu, Pennsylvania State University

• Rose Mary Zbiek, Pennsylvania State University