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ERIC Number: EJ881070
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-0887-8730
Mentoring Urban Interns: Amalgamation of Experiences in the Formation of Mathematics Teachers
Piccolo, Diana L.; Capraro, Mary Margaret; Capraro, Robert M.
Teacher Educator, v45 n1 p37-53 2010
In this study, eleven K-8 mathematics urban interns' perceptions of their mentoring support systems and factors that influenced their ability to teach mathematics were examined. Semi-structured interviews revealed that district and grade-level campus mentors provided the greatest amount of mathematics instruction and pedagogically based support to interns. Three factors most instrumental in developing the ability to teach mathematics were (a) manipulative use, (b) planning of classroom instruction and activities, and (c) execution of the lesson. Four factors hindering interns' abilities to teach mathematics included (a) mathematics-specific skills; (b) instructional-based strategies, but not necessarily math-specific; (c) mentoring-support assistance; and (d) general or non-content specific hindrances.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 8; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas