Elementary mathematics specialists in “departmentalized” teaching assignments: Affordances and constraints

2017 ◽  
Vol 46 ◽  
pp. 196-214 ◽  
Author(s):  
Corey Webel ◽  
Kimberly A. Conner ◽  
Christina Sheffel ◽  
James E. Tarr ◽  
Christopher Austin
Keyword(s):  
Elementary Mathematics ◽  
Mathematics Specialists

Elementary Mathematics Specialists: Influencing Student Achievement

2013 ◽  
Vol 20 (3) ◽  
pp. 198-205 ◽  
Author(s):  
Patricia F. Campbell ◽  
Nathaniel N. Malkus
Keyword(s):  
Student Achievement ◽  
Elementary Mathematics ◽  
Academic Progress ◽  
Math Teachers ◽  
Mathematics Specialists

A three-year study found that those responsible for coaching math teachers positively affected student academic progress in grades 3, 4, and 5. Read why this effect took time to emerge.

Hybrid Courses for Preparing Elementary Mathematics Specialists

2020 ◽  
pp. 79-98
Author(s):  
Kathleen Pitvorec ◽  
Mary Jo Tavormina
Keyword(s):  
Elementary Mathematics ◽  
Course Design ◽  
Leadership Skills ◽  
Computer Supported Collaborative Learning ◽  
Hybrid Courses ◽  
Pedagogical Content ◽  
Post Secondary ◽  
Face To Face ◽  
Mathematics Specialists ◽  
Online Coursework

Post-secondary education has seen an explosion of interest in computer-supported collaborative learning as a pathway for teacher education. Hybrid courses potentially provide broader access to coursework while keeping costs manageable. In this chapter, the authors report on the iterated design and implementation of hybrid courses designed to prepare teachers to become elementary mathematics specialists. The authors describe a framework for building face-to-face and synchronous online sessions that complement each other, while attending to community building, the exploration of mathematical and pedagogical content, as well as the development of leadership skills and tools. They discuss how they have addressed the challenges of online coursework in their evolving course design. They present their successes and how they have capitalized on the opportunities these successes offer, and they conclude by synthesizing the lessons they have learned, the implications of our work, and the recommendations they have for moving forward.

Developing the Pedagogical Capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement Program

2019 ◽  
Vol 71 (2) ◽  
pp. 261-274 ◽  
Author(s):  
Kayla D. Myers ◽  
Susan Swars Auslander ◽  
Stephanie Z. Smith ◽  
Marvin E. Smith ◽  
Debra S. Fuentes
Keyword(s):  
Teaching Practices ◽  
Elementary Mathematics ◽  
Mixed Methods Study ◽  
Pedagogical Practices ◽  
Knowledge Assessment ◽  
Individual Interviews ◽  
Mathematics Specialists ◽  
High Level ◽  
Guided Instruction ◽  
Program Components

This mixed-methods study explored the pedagogical practices of Prospective Elementary Mathematics Specialists (PEMSs) as they completed a university K-5 Mathematics Endorsement program. Participants were 13 elementary teachers at an urban, high-needs charter school. Data were collected via individual interviews, written reflections on enacted teaching practices, two observations of classroom teaching practices, and a 36-item Cognitively Guided Instruction Teacher Knowledge Assessment. The findings show the PEMSs were connecting their learning during program courses with instructional practices in their classrooms, as 85% were implementing standards-based learning environments (SBLEs) at a high level, with the classroom event of providing their students opportunities to make conjectures about mathematical ideas as a relative struggle. The PEMSs described pedagogical shifts across the program, providing insights into these changes, along with how particular program components contributed, with the emergent themes of skepticism, trying it on, shifters, and need more support.

STUDI DESKRIPTIF MINAT CALON GURU SEKOLAH DASAR TERHADAP PENGGUNAAN ALAT PERAGA MATEMATIKA SETELAH PERKULIAHAN MEDIA DAN MODEL PEMBELAJARAN MATEMATIKA SD

2015 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Isna Rafianti ◽  
Etika Khaerunnisa
Keyword(s):  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Mathematics Learning ◽  
Learning Model ◽  
Prospective Elementary Teachers ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
The Subject ◽  
Object Of Study

This research is motivated by the lack of interest of teachers in the use of props in the process of learning mathematics in elementary school. In accordance with the demands of the curriculum in 2013 and supported by the developed learning theory, learning mathematics is abstract object of study, students need an intermediary that props math-ematics, so that students can more easily understand the concepts that will be pre-sented, and in the end it can deliver students to solve mathematical problems, not only that proposed by the teacher but also the problems in life. The purpose of this study was to determine the interest of prospective elementary teachers on the use of props mathematics after getting lectures media and elementary mathematics learning model. By knowing the interest of prospective elementary teachers will be developed further realization of the state of the subject being studied. The method used is descriptive research, then the instruments used were questionnaires and interviews. The results of this study stated that the interest of prospective elementary teachers on the use of props after attending lectures media and elementary mathematics learning model is high over-all with a percentage of 76.70%.Keywords : Interest, Props Mathematics

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