Elementary mathematics teachers in Maryland are required to teach according to the Maryland College and Career-Ready Standards (MCCRS). Implementation of these standards requires teachers to understand and implement instructional shifts that are unlike the way most of them were taught mathematics in elementary school. Consequently, educator preparation programs in Maryland must ensure candidates are adequately prepared to teach elementary mathematics according to the Maryland standards and the necessary instructional shifts.
This study describes the preparedness of teacher candidates and first-year teachers from Maryland educator preparation programs to teach according to the elementary mathematics MCCRS. Preparedness is described from the perspective of mentor teachers who work with interns and mathematics instructional leaders (MILs) who work with first year teachers from Maryland preparation programs. The descriptions of the preparedness of these interns and first-year teachers provide multiple perspectives on both the strengths and needs of preservice teachers and recent graduates.
Mentors from five different school systems in Maryland and MILs from four school systems in Maryland completed a survey with both quantitative and qualitative questions. Nineteen mentors and 22 MILs participated in the survey. Ten of the participants volunteered for and participated in a follow-up interview. The participants reported on the interns or first-year teachers they worked with during the 2016–2017 school year.
Mentors and MILs described the teachers they work with as having strengths in implementing technology into instruction and described the teachers as willing to use manipulatives during instruction. Additionally, they perceived educator preparation programs as being well-aligned to their school system goals and priorities. Participants described needs of the teachers they work with, including the following: understanding the standards, understanding mathematics on a conceptual level, differentiating instruction, promoting mathematical discourse, and problem solving into instruction. These recommendations provide a basis for educator preparation programs when examining the preparedness of their candidates and graduates to teach according to the MCCRS for elementary mathematics.
|Advisor:||Murphy, Melissa M.|
|Commitee:||Fenster, Mark, Thrift, Gary|
|School:||Notre Dame of Maryland University|
|School Location:||United States -- Maryland|
|Source:||DAI-A 77/09(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Elementary education, Teacher education|
|Keywords:||Candidates, Common Core, Elementary, Graduates, Maryland, Mathematics|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be