An Analysis of Elementary Mathematics Specialists' Contributions to K-5 Mathematics Teachers' Efficacy
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Authors
Cannon, Marilyn
Issue Date
2020-06-04
Volume
Issue
Type
Dissertation
Language
en_US
Keywords
Alternative Title
Abstract
Elementary teacher professional learning (PL) is essential to gain desirable mathematical content knowledge for teaching (MKT) and pedagogical knowledge in ways to increase mathematics teacher efficacy (MTE) and influence student outcomes. The qualitative multi-case study's purpose was to explore educators’ perceptions of how elementary mathematics specialists (EMS) PL supports contributed to developing teacher efficacy in MKT and mathematics teaching practices (MTPs). The study aimed to establish PL recommendations based on the findings. Within the same school district, a purposeful sampling of 3 teachers, 1 principal, and 1 EMS were interviewed in each case study. Interviews were transcribed verbatim and coded within the NVivo 12 platform. Through open-coding major themes of EMS collaboration, MTE, MKT, MTPs, and mathematics structural support were extrapolated. The cross-case comparison findings suggest executing EMS teacher leadership and PL supports can contribute to MTE while advancing MKT, MTPs, and beliefs through nurtured administrative support and guidance that leverages the EMS perceptions as a credible leader. Five implied recommendations were proposed: EMS should partner with teachers and administrators to leverage autonomy and agency, building administrators should capitalize on EMS expertise as a conduit of mathematics PL, educators should utilize EMS for coaching and peer-influenced accountability, EMS should anchor mathematics PL in student work and experiences based on a vertical progression, and EMS should regularly teach a sub-section of the student population to strengthen collective, collaborative inquiry.
Keywords: efficacy, elementary mathematics specialists, mathematics, mathematics teacher efficacy, mathematics teaching practices, professional learning
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Citation
Publisher
Creighton University
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Copyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.