Prospective elementary teachers’ conceptions of volume

The current study sheds light on how and to what extend prospective elementary mathematics teachers have access to concept definitions of volume and how compatible are their concept definitions. It provides information about twelve prospective elementary teachers’ (two from US and 10 from Turkey) concept images of volume and the extent to which those images coincide with concept definitions of volume. The study highlights the importance of coordination of concept images (filled-up or occupied space) and concept definitions (multiplication of three dimensional measures for prisms) as well as coordination in between different but related concept definitions of volume. The article also illustrates the effects of lack of coordination

A Study of Georgia Elementary Teachers\u27 Beliefs and Practices Concerning Grade Level Retention

The purpose of this study was to identify Georgia elementary teachers\u27 beliefs and practices of student grade-level retention. Overall, elementary teachers consider grade level retention to be an acceptable school practice to improve a student\u27s academic success and that grade level retention also provides for long-term academic success. Georgia elementary teachers with master\u27s degrees and above, teachers in suburban communities, teachers with more experience, and fourth grade teachers believe more strongly than elementary teachers with bachelor\u27s degrees, teachers in rural and urban areas, and third and fifth grade elementary teachers, that students who do not meet academic standards should be retained. Georgia elementary teachers in suburban communities and teachers\u27 with more school experience felt grade level retention was an acceptable school practice for improving student achievement, even more so than teachers in rural communities and teachers with bachelor\u27s degrees. Teachers with more experience felt grade level retention provided for long term academic success. Georgia elementary teachers also believed grade level retention can cause some students to have emotional issues after being retained. Georgia elementary teachers thought that retaining a student who had met state test score standards could be acceptable based on the student\u27s lack of preparation for the next grade, lack of social maturity, or age. These same teachers would also consider retaining a student whose scores on state-mandated tests were barely passing. Also, most Georgia elementary teachers were either neutral or disagreed that their views were consistent with the Georgia state-mandated grade level retention policy based on the No Child Left Behind initiative

Math Teachers Who Don’t Like Math: A Phenomenological Study Of Elementary Teachers Who Dislike Mathematics Viewed Through The Lens Of Mathematics Teacher Identity In The Context Of Mathematics Education Reform

Due to the increased expectations for rigorous mathematics instruction demanded by the Common Core Standards, it has become increasingly difficult for elementary teachers who are trained to be generalists to deliver expert instruction in mathematics. This difficulty is compounded by the reality that many elementary teachers self-identify as disliking math. The purpose of this qualitative, interpretive phenomenological study was to explore, investigate, and interpret the lived experiences and perceptions of self-contained elementary teachers who describe themselves as disliking mathematics. The central research question answered by this study is: What are the lived experiences and perceptions of self-contained elementary teachers who dislike mathematics? The following subquestions were also addressed: How have self-contained elementary teachers who dislike mathematics experienced mathematics? How have self-contained elementary teachers who dislike mathematics experienced reform-based approaches for teaching mathematics? How do self-contained elementary teachers who dislike mathematics perceive their own identity as mathematics teachers? Data was collected via semistructured interviews with nine participants and was viewed through the lens of mathematics teacher identity in the context of mathematics education reform. Five distinct patterns of experience emerged and were mapped together to create a continuum of avoiding, surviving, coping, emerging, and thriving with reform-based mathematics teaching. The results of this study indicate that the mathematics teacher identity of self-contained elementary teachers who dislike mathematics affects both their willingness and their ability to implement reform-based mathematics teaching

From Knowing-About To Knowing-To: Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties

The present study sought to reveal how elementary teachers develop their engineering pedagogical content knowledge (PCK) after leaving professional development programs to practice engineering teaching in real classroom settings. Participants of this study were the elementary teachers who received one-week training of engineering education provided by EfF (a P-12 Engineering teaching and learning institute in a Midwestern university). Data of this study were collected from these elementary teachers through face-to-face interviews and an online open-ended survey. Based on a phenomenological research method and a constructivist ELC (engineering instruction, learners, and contexts) framework developed by the researchers to investigate engineering PCK development, this study explored the elementary teachers’ lived engineering teaching experiences following the procedures of inductive qualitative data analysis. Findings yielded in this study revealed that the elementary teachers developed their knowledge about engineering teaching and learning situations through their engineering teaching practice. But such knowledge was the knowledge of knowing-about and it did not automatically transfer into the elementary teachers’ engineering PCK or knowing-to knowledge allowing them to act effectively and responsively to engineering teaching and learning situations at hand. In their engineering teaching practice, the elementary teachers engaged themselves in a dynamic and evolving trial-failure-success process. It was in this process that the elementary teachers made sense of new engineering teaching and learning situations and transformed their knowing-about into engineering PCK responsive to these situations.

A QUANTITATIVE SURVEY ANALYSIS OF ELEMENTARY PRESERVICE TEACHER PERCEPTIONS OF ASSESSMENT TASKS IN SCIENCE COURSEWORK

This replication survey research study sought to further understand preservice elementary teachers’ perceptions of assessment tasks they encountered in secondary science coursework. Students are assessed through informal and formal assessments, including close-ended and open-ended questions, through classroom and high-stakes assessments. With great significance placed on high-stakes state assessments, classroom instruction and assessments oftentimes mirror the format of state assessments. The researcher administered a validated Likert scale inventory, the Perceptions of Assessment Tasks Inventory (PATI), to preservice elementary teachers to examine their perceptions of how assessment tasks reflected their knowledge and understanding of science assessment tasks. The researcher found the research participants’ perceptions were more positive regarding assessment tasks the teacher had more control over, including the alignment of learning with assessments, and transparency of assessments. The research participants’ least positive perceptions were assessment tasks where students had influence over their assessments, including student consultation and diversity in assessments

The Impact of Elementary Mathematics Coaches on Elementary Teachers\u27 Attitudes Towards Teaching Mathematics

This study compares levels of mathematics anxiety and teacher efficacy between inservice and preservice elementary teachers. Prior research has indicated that mathematics anxiety is a common trait among elementary teachers. Mathematics anxiety has also been found to have a negative impact on preservice elementary teachers’ efficacy towards teaching mathematics. To address this challenge, some states have begun hiring elementary mathematics coaches to support elementary teachers. Besides focusing on mathematics anxiety and teacher efficacy, this study also investigated the impacts of elementary mathematics coaches on inservice elementary teachers. A total of 174 inservice teachers and 51 preservice teachers completed a survey comprised of the Revised Mathematics Anxiety Rating Scale and the Mathematics Teacher Efficacy Beliefs Instrument. Survey data were analyzed by using two-sample t-tests that revealed that preservice elementary teachers reported significantly higher levels of mathematics anxiety than inservice elementary teachers. Additionally, the analysis revealed that the inservice teachers reported significantly more efficacy towards teaching mathematics than the preservice teachers. This study also found that working with mathematics coaches had positive impacts on inservice teachers’ mathematics anxiety and mathematics teacher efficacy. Open-ended questions were analyzed by open coding techniques and revealed that teachers reported co-teaching, co-planning, curriculum and content support to be the most beneficial forms of interaction with the coaches. This study addresses a gap in the literature by comparing the levels of mathematics anxiety and teacher efficacy in inservice and preservice elementary teachers. Additionally, the results of this study expand our knowledge of the relationship between mathematics anxiety and mathematics teacher efficacy, as well as the impact of elementary math coaches. The findings have implications for the preparation of preservice elementary teachers and provide direction for further research on the impacts of elementary mathematics coaches

A Qualitative Study of Elementary Teachers\u27 Perspectives of Professional Learning Communities

The purpose of this case study was to understand elementary teachers’ perspectives of professional learning communities (PLCs) in a Southeastern United States elementary school. The theories guiding this study were Bandura’s social theory and Herzberg, Mausner, and Synderman’s two-factor theory of motivation. The research questions included: (a) How do elementary teachers describe the purpose of a PLC? (b) How do elementary teachers describe the experiences in PLCs? and (c) What are elementary teachers’ perceptions of benefits and barriers of PLCs? This study aimed to explore the perspectives of elementary teachers in PLCs and the attitudes of these teachers who collaborate in PLCs. The setting was in the Southeastern United States school that has participated in PLCs for many years. A purposeful sample obtained allowed participants to have certain conditions to participate in the study. The sample size utilized 13 teachers. Data collected was through observations, surveys, questionnaires, interviews, and focus groups. Data was categorized, coded, and analyzed to determine themes and patterns. The results revealed elementary teachers’ perceptions of PLCs as the following themes: benefits included (a) collaboration, (b) shared vision, (c) collective learning, (d) shared practice, and (e) supportive conditions , and barriers included (a) data, (b) pointless, (c) openminded, (d) coaches need move training, (e) norms, (f) roles, (g) agenda, (h) time and (i) trust. The elementary teachers indicated that PLCs are beneficial; however, overcoming some barriers must be part of the process. Recommendations for further study include elementary male teachers’ perspectives of PLCs, other geographical locations, teachers’ perspectives in secondary schools, and elementary teachers’ perspectives on time allotted for PLCs

Mathematics anxiety: One size does not fit all

Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical sensations that occur during test-taking situations. This study analyzes how three women prospective elementary teachers described, explained, and related their experiences of mathematics anxiety while learning mathematics as K-12 students and while learning to teach mathematics. My research reveals that mathematics anxiety may reach beyond assessment situations and impact women prospective elementary teachers’ larger mathematical histories. I show how women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of social belonging, loss of personal identity, or loss of practical competency) and how specific coping strategies may be invented to cope with the fear. I present evidence of how coping strategies may impede mathematics learning

Understanding The Lived Experiences of Elementary Teachers Who Teach Students With Dyslexia How to Read: A Transcendental Phenomenology

This transcendental phenomenology sought to understand the lived experiences of elementary teachers who teach students with dyslexia how to read. The central question guiding this study was: “What are the lived experiences of elementary teachers who teach students with dyslexia how to read?” Three sub-questions looked more deeply into the phenomenon. The first sub-question asked: “What internal influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” The second sub-question asked: “What external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Finally, the third sub-question asked: “How do internal and external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Bandura’s social cognitive theory (SCT) guided this study, as its model of triadic reciprocal causation provided a framework for understanding the internal and external influences that shaped elementary teachers’ experiences when teaching reading to students with dyslexia. A total of 14 teachers were purposefully selected either from public and private elementary teacher Facebook groups across the United States or snowball sampling. Participants were K-4 classroom teachers, special education teachers, and reading specialists. Data were collected from individual interviews, document analysis, and participant journaling. Moustakas’ (1994) data analysis procedures were used to reveal the essence of participants’ lived experiences of the phenomenon. Thus, the science of reading, barriers to teaching students with dyslexia, and the pandemic and dyslexia strongly shaped elementary teachers’ instruction when teaching students with dyslexia how to read