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Myers, Kayla D.; Auslander, Susan Swars; Smith, Stephanie Z.; Smith, Marvin E. – Journal of Mathematics Teacher Education, 2021
This case study explored Prospective Elementary Mathematics Specialists' (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME) program, specifically focusing on the authentic residency with mentor sessions. Participants included nine PEMSs, with qualitative and quantitative data collected via individual interviews,…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Teachers, Specialists
Donaldson, Sara; Karp, Karen S. – Investigations in Mathematics Learning, 2023
As instructional leaders who work closely with teachers within and across schools, elementary mathematics specialists (EMS) are positioned well to promote cohesive implementation of impactful pedagogy throughout school districts. However, EMS's work can be impeded if they do not have structured opportunities to collectively grapple with the…
Descriptors: Faculty Development, Mathematics Instruction, Coaching (Performance), Educational Practices
Anderson, Marlow; Hollings, Christopher; Wilson, Robin – PRIMUS, 2019
History of mathematics courses based on original source materials are becoming increasingly common. However, are they more suitable for particular types of students? Here we compare two such upper-level courses, with a similar structure and using the same textbook, taken by liberal arts students at Colorado College and mathematics specialists at…
Descriptors: Mathematics Instruction, College Mathematics, History, Foreign Countries
McGatha, Maggie B. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
This paper provides a historical overview of the role and impact of elementary mathematics specialists as well as current implications and opportunities for the field. Furthermore, suggestions are offered for the mathematics education field for ensuring the intersection of practice and research. [For complete proceedings, see ED581294.]
Descriptors: Elementary School Mathematics, Specialists, Mathematics Education, Theory Practice Relationship
Baker, Courtney K. – Journal of Mathematics Teacher Education, 2022
As content-specific educational coaches, elementary mathematics specialists (EMSs) have emerged as school-based professionals who are needs-driven and work closely with school stakeholders in regard to mathematics teaching and learning. While leading mathematics education organizations have identified the specialized knowledge and skills required…
Descriptors: Mathematics Teachers, Specialists, Faculty Development, Teacher Education
Rossman, Allan J.; Burrill, Gail – Journal of Statistics Education, 2019
Gail Burrill is a Mathematics Specialist in the Program in Mathematics Education at Michigan State University. She previously served as secondary teacher and department chair. She was President of the National Council of Teachers of Mathematics and is currently President of the International Association for Statistical Education. She is a Fellow…
Descriptors: Interviews, Specialists, College Faculty, Mathematics Education
Myers, Kayla D.; Swars Auslander, Susan; Smith, Stephanie Z.; Smith, Marvin E.; Fuentes, Debra S. – Journal of Teacher Education, 2020
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…
Descriptors: Teaching Methods, Elementary School Mathematics, Elementary School Teachers, Mathematics Instruction
Gibbons, Lynsey; Okun, Ada – Investigations in Mathematics Learning, 2023
Mathematics specialists tasked with the responsibility of supporting teacher learning face both the opportunity and the challenge of transforming the organization of the school workplace to support educators' collective, ongoing learning, which is not the norm in most school settings. In this study, we examine a coaching routine called…
Descriptors: Faculty Development, Mathematics Instruction, Coaching (Performance), Decision Making
Nguyen, Phi; Yeo, Sheunghyun; Zhao, Wenmin; Webel, Corey – North American Chapter of the International Group for the Psychology of Mathematics Education, 2020
We investigated how 53 elementary teachers interpreted the impact of the contexts in which they work on their mathematics instruction, and what those interpretations reveal about the agency individual teachers were able to achieve. Latent class analysis revealed two distinct classes, with teachers in one class perceiving that their contexts had a…
Descriptors: Elementary School Teachers, Mathematics Instruction, Professional Autonomy, Teacher Attitudes
Henrikson, Robin; Lumpe, Andrew – Education Sciences, 2021
We present the results of a mixed methods study focusing on the implementation of a pilot elementary mathematics specialist (EMS) endorsement program implemented in partnership with the several educational organizations to provide teachers in high needs rural areas an opportunity to earn the EMS endorsement through coursework and instructional…
Descriptors: Program Implementation, Pilot Projects, Mathematics Education, Elementary School Teachers
Fuchs, Lynn S.; Bucka, Nicole; Clarke, Ben; Dougherty, Barbara; Jordan, Nancy C.; Karp, Karen S.; Woodward, John – What Works Clearinghouse, 2021
Recent research has identified interventions that improved achievement for students with low test scores in mathematics. The Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades practice guide, developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, distills this recent research into…
Descriptors: Elementary School Students, Kindergarten, Young Children, Mathematics Instruction
Donna Lynn Smith – ProQuest LLC, 2022
As student achievement remains a critical discussion among federal policymakers, states, and local school districts, one response involves providing additional classroom support staff. To address deficits in mathematics education, the National Mathematics Advisory Panel (2008) urged the use of mathematics specialists (MS) to support teachers and…
Descriptors: Mathematics Instruction, Specialists, Mathematics Achievement, Grade 3
Vesife Hatisaru – Journal on Mathematics Education, 2024
Teaching "out-of-field" is a present obstacle in mathematics education in many countries, and developing professional learning programs aimed at upskilling non-specialist teachers is urgent. A teacher study group was established wherein two non-specialist teachers of mathematics (Years 7-10; aged 12-16) engaged with algebra to develop a…
Descriptors: Mathematics Teachers, Secondary School Students, Algebra, Foreign Countries
Hjalmarson, Margret A. – Journal of Mathematics Teacher Education, 2017
This article uses a self-study research methodology to explore teaching an online course for mathematics specialists. The course included weekly videoconferencing sessions and focused on supporting their development as mathematics coaches working with K-8 teachers to enhance mathematics teaching and learning. The central question for the…
Descriptors: Synchronous Communication, Online Courses, Specialists, Mathematics Instruction
Manousaridis, Tracy – Mathematics Teacher: Learning and Teaching PK-12, 2021
Students thrive when presented with tasks that are approachable, challenging, and interesting. Remembering to challenge all students is essential, not just those who excel in mathematics; teachers need to open the door to meaningful mathematics for every learner. In this exploration into subtraction patterns, teachers will see how curious young…
Descriptors: Mathematics Instruction, Grade 3, Elementary School Mathematics, Inquiry