Elementary Mathematics Specialists and Their Peers: Comparing Beliefs, Knowledge, and Instructional Practices

• In Event: Poster Session 16
  In Poster Session: Research in Mathematics Education SIG Poster Session

Abstract

In this poster we share preliminary results from a study focused on quantifying differences between Elementary Mathematics Specialists (EMSs), teachers with specialized training in mathematics content and pedagogy, and their peers teaching in the same schools and grade levels. We focus primarily on mathematical knowledge for teaching, self-reported beliefs and practices, and observed teaching practices. We found that in terms of MKT and teaching practices, EMS teachers generally received higher scores than their peers, in some cases by substantial margins. In many cases, the beliefs of both groups were similar, although EMS teachers were less likely to agree with statements suggesting the importance of computation and fact memorization, and were more likely to express confidence about doing and teaching mathematics.

Authors

• Corey M. Webel, University of Missouri - Columbia

• James E. Tarr, University of Missouri - Columbia

• Christopher Austin, University of Missouri

• Sheunghyun Yeo, University of Missouri

• Christina F Sheffel, University of Missouri - Columbia

• Nianbo Dong, University of Missouri - Columbia

• Barbara J. Reys

• Christopher Engledowl, New Mexico State University