Skip to main content
SpringerLink
Log in

Keep Inquiring: A Collective Examination of Elementary Mathematics Specialist Preparation

  • Chapter
  • First Online:
Reconstructing the Work of Teacher Educators

Abstract

This chapter discusses the escalating call for and preparation of specialists in elementary mathematics, linked to increasing needs and policy in the USA. The recent unified position of several prominent mathematics education organisations in the USA contends that every elementary school has access to specialists and that advanced specialist certification be offered via rigorous preparation programs. Nineteen states have established routes for licensure, certification, or endorsement of specialists, with nine others in the process of developing pathways. This chapter presents one university’s program intended to develop these specialists and their agency in fostering learner-centred mathematics classroom environments, specifically perspectives and literature related to Elementary Mathematics Specialists (EMSs), a rich description of the EMS preparation program, and the line of inquiry over time on the program. Findings focus on three inquiries, including those in Journal of Mathematics Teacher Education (2018), Journal of Teacher Education (2020), and Journal of Mathematics Teacher Education (2021). Outcomes investigated included participants’ specialised content knowledge for teaching mathematics, mathematical beliefs, and instructional practices in classrooms, as well as their views on program experiences. The program aimed to develop specialists as highly effective and equitable teachers and teacher leaders who are refining their own sense of agency while advocating for changes in mathematics education within the complexity of school contexts.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Association of Mathematics Teacher Educators. (2013a). Standards for elementary mathematics specialists: A reference for teacher credentialing and degree programs. AMTE.

    Google Scholar 

  • Association of Mathematics Teacher Educators. (2013b). The role of Elementary Mathematics Specialists in the teaching and learning of mathematics. https://amte.net/group/resources/12-13/position-role-elementary-mathematics-specialists-teaching-and-learning-mathematics

  • Association of Mathematics Teacher Educators. (2017). Standards for preparing teachers of mathematics. https://amte.net/standards

  • Ball, D. L., Hoover Thames, M., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.

    Article  Google Scholar 

  • Bartell, T., Cho, C., Drake, C., Petchauer, E., & Richmond, G. (2019). Teacher agency and resilience in the age of neoliberalism. Journal of Teacher Education, 70, 302–305.

    Article  Google Scholar 

  • Brosnan, P., & Erchick, D. (2010). Mathematics coaching and its impact on student achievement. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.), Proceedings of the 32nd annual meeting of the North American chapter of the international group for the psychology of mathematics education (Vol. VI, pp. 1362–1370). The Ohio State University.

    Google Scholar 

  • Buehl, M. M., & Fives, H. (2009). Exploring teachers’ beliefs about teaching knowledge: Where does it come from? Does it change? Journal of Experimental Education, 77, 367–407.

    Article  Google Scholar 

  • Cady, J. A., Meier, S. L., & Lubinski, C. A. (2006). Developing mathematics teachers: The transition from preservice to experienced teacher. Journal of Educational Research, 99, 295–305.

    Article  Google Scholar 

  • Campbell, P., Ellington, A., Haver, W., & Inge, V. (2014). The Elementary Mathematics Specialist’s handbook. NCTM.

    Google Scholar 

  • Campbell, P., & Griffin, M. (2017). Reflections on the promise and complexity of mathematics coaching. Journal of Mathematical Behavior, 46, 163–176.

    Article  Google Scholar 

  • Campbell, P., & Malkus, H. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111(3), 430–454.

    Article  Google Scholar 

  • Campbell, P., & Malkus, H. (2014). The mathematical knowledge and beliefs of elementary mathematics specialist-coaches. ZDM, 46, 213–225.

    Article  Google Scholar 

  • Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2015). Children’s mathematics: Cognitively guided instruction (2nd ed.). Heinemann.

    Google Scholar 

  • Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Heinemann.

    Google Scholar 

  • Chval, K. B., Arbaugh, F., Lannin, J. K., Van Garderen, D., Cummings, L., Estapa, A. T., & Huey, M. E. (2010). The transition from experienced teacher to mathematics coach: Establishing a new identity. The Elementary School Journal, 111(1), 191–216.

    Article  Google Scholar 

  • Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255–296). Macmillan.

    Google Scholar 

  • Clark, L. M., DePiper, J. N., Frank, T. J., Nishio, M., Campbell, P. F., Smith, T. M., Griffin, M. J., Rust, A. H., Conant, D. L., & Choi, Y. (2014). Teacher characteristics associated with mathematics teachers’ beliefs and awareness of their students’ mathematical dispositions. Journal for Research in Mathematics Education, 45(2), 246–284.

    Article  Google Scholar 

  • Conference Board of the Mathematical Sciences. (2012). The mathematical education of teachers II. American Mathematical Society.

    Google Scholar 

  • Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40, 291–309.

    Article  Google Scholar 

  • Elementary Mathematics Specialist and Teacher Leaders Project. (2020). Mathematics Specialist Certification (by State). http://www.mathspecialists.org

  • Empson, S. B., & Levi, L. (2011). Extending children’s mathematics: Fractions and decimals. Heinemann and the National Council of Teachers of Mathematics.

    Google Scholar 

  • Enochs, L., Smith, P., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100, 194–202.

    Article  Google Scholar 

  • Felton, M. D., & Koestler, C. (2015). “Math is all around us and … we can use it to help us”: Teacher agency in mathematics through critical reflection. The New Educator, 11, 260–276.

    Article  Google Scholar 

  • Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403–434.

    Article  Google Scholar 

  • Gerretson, H., Bosnick, J., & Schofield, K. (2008). A case for content specialists as the elementary classroom teacher. The Teacher Educator, 43, 302–314.

    Article  Google Scholar 

  • Harbour, K. E., Adelson, J. L., Pittard, C. M., & Karp, K. S. (2018). Examining the relationships among mathematics coaches and specialists, student achievement, and disability status: A multilevel analysis using national assessment of educational progress data. Elementary School Journal, 118(4), 654–679.

    Article  Google Scholar 

  • Harrington, R., Burton, L., & Beaver, C. (2017). Answering the call by developing an online elementary mathematics specialist program. Journal of Mathematical Behavior, 46, 303–312.

    Article  Google Scholar 

  • Hart, L. C., Oesterle, S., Swars Auslander, S., & Kajander, A. (Eds.) (2016). The mathematics preparation of elementary teachers: Issues and strategies for content courses. Information Age.

    Google Scholar 

  • Hill, H. C. (2010). The nature and predictors of elementary teachers’ mathematical knowledge for teaching. Journal for Research in Mathematics Education, 41, 513–545.

    Article  Google Scholar 

  • Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers’ content knowledge for teaching. University of Michigan.

    Google Scholar 

  • Kessel, C. (Ed.). (2009). Teaching teachers mathematics: Research, ideas, projects, evaluation. http://www.msri.org/calendar/attachments/workshops/430/TTM_EdSeries3MSRI.pdf

  • Kutaka, T., Smith, W., Albano, A., Edwards, C., Ren, L., Beattie, H., Lewis, W., Heaton, R., & Stroup, W. (2017). Connecting teacher professional development and student mathematics achievement: A 4-year study of an Elementary Mathematics Specialist program. Journal of Teacher Education, 68(2), 140–154.

    Article  Google Scholar 

  • Lannin, J., & Chval, K. (2013). Challenge beginning teacher beliefs. Teaching Children Mathematics, 19(8), 508–515.

    Article  Google Scholar 

  • Leatham, K. L. (2006). Viewing mathematics teachers’ beliefs as sensible systems. Journal of Mathematics Teacher Education, 9, 91–102.

    Article  Google Scholar 

  • McGatha, M. B., Davis, R., & Stokes, A. (2015). The impacts of mathematics coaching on teachers and students. In M. Fish (Ed.), NCTM research briefs (pp. 1–4). NCTM.

    Google Scholar 

  • McGee, J. R., Polly, D., & Wang, C. (2013). Guiding teachers in the use of a standards-based mathematics curriculum: Teacher perceptions and subsequent instructional practices after an intensive professional development program. School Science and Mathematics, 113, 16–28.

    Article  Google Scholar 

  • Mills, R., Bourke, T., & Siostrom, E. (2020). Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education. Teaching and Teacher Education, 89. https://doi.org/10.1016/j.tate.2019.103010.

  • Moscardini, L. (2014). Developing equitable elementary mathematics classrooms through teachers learning about children’s mathematical thinking: Cognitively guided instruction as an inclusive pedagogy. Teaching and Teacher Education, 43, 69–79.

    Article  Google Scholar 

  • Mudzimiri, R., Burroughs, E. A., Luebeck, J., Sutton, J., & Yopp, D. (2014). A look inside mathematics coaching: Roles, content, and dynamics. Education Policy Analysis Archives, 22(53). https://doi.org/10.14507/epaa.v22n53.2014

    Google Scholar 

  • Myers, K., Swars Auslander, S., Smith, S. Z., & Smith, M. E. (2021). Prospective elementary mathematics specialists’ developing instructional practices: Support and mentorship during an authentic residency. Journal of Mathematics Teacher Education, 24, 309–330.

    Article  Google Scholar 

  • Myers, K., Swars Auslander, S., Smith, S. Z., Smith, M. E., & Fuentes, D. S. (2020). Developing the pedagogical capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement program. Journal of Teacher Education, 71, 261–274.

    Article  Google Scholar 

  • National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Author.

    Google Scholar 

  • National Council of Teachers of Mathematics. (2020). Catalyzing change in early childhood and elementary mathematics: Initializing critical conversations. Author.

    Google Scholar 

  • National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Authors.

    Google Scholar 

  • Nickerson, S. (2010). Preparing experienced elementary teachers as mathematics specialists. Investigations in Mathematics Learning, 2(2), 51–68.

    Article  Google Scholar 

  • Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6, 1–40.

    Article  Google Scholar 

  • Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Ed.), Second handbook on mathematics teaching and learning (pp. 1099–1109). Information Age.

    Google Scholar 

  • Philipp, R. A. (2008). Motivating prospective elementary school teachers to learn mathematics by focusing upon children’s mathematical thinking. Issues in Teacher Education, 17(2), 7–26.

    Google Scholar 

  • Philipp, R. A., Ambrose, R., Lamb, L. L., Sowder, J. T., Schappelle, B. P., Sowder, L., Thanheiser, E., & Chauvot, J. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38, 438–476.

    Google Scholar 

  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28, 550–576.

    Article  Google Scholar 

  • Reys, B., Webel, C., & de Araujo, Z. (2017). Elementary mathematics specialist preparation: What’s next? What’s needed? In M. McGatha & N. Riegelman (Eds.), Elementary mathematics specialists (pp. 221–234). Association of Mathematics Teacher Educators.

    Google Scholar 

  • Rich, K. M. (2021). Examining agency as teachers use mathematics curriculum resources: How professional contexts may support or inhibit student-centered instruction. Teaching and Teacher Education, 98. https://doi.org/10.1016/j.tate.2020.103249.

  • Romberg, T., & Carpenter, T. (1986). Research on teaching and learning mathematics: Two disciplines of scientific inquiry. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 850–873). Macmillan.

    Google Scholar 

  • Schifter, D., Bastable, V., & Russell, S. J. (2008). Developing mathematical ideas: Casebooks. Dale Seymour/Pearson Education.

    Google Scholar 

  • Schoenfeld, A. H. (2015). What counts, when? Reflection on beliefs, affect, attitude, orientations, habits of mind, grain size, time scale, context, theory, and method. In B. Pepin & B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education (pp. 395–404). Springer International.

    Google Scholar 

  • Skott, J. (2015a). The promises, problems, and prospects of research on teachers beliefs. In H. Fives & M. G. Gill (Eds.), International handbook of research on teacher beliefs (pp. 13–30). Routledge.

    Google Scholar 

  • Skott, J. (2015b). Towards a participatory approach to ‘beliefs’ in mathematics education. In B. Pepin & B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education (pp. 3–23). Springer International.

    Google Scholar 

  • Smith, M. S., & Stein, M. K. (2018). Five practices for orchestrating productive mathematics discussions (2nd ed.). National Council of Teachers of Mathematics.

    Google Scholar 

  • Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 157–223). Information Age.

    Google Scholar 

  • Spangler, D. A., & Ovrick, R. L. B. (2017). Models for mathematics specialist program development and delivery. In M. McGatha & N. Rigelman (Eds.), Elementary mathematics specialists (pp. 41–52). Association of Mathematics Teacher Educators.

    Google Scholar 

  • Swars, S. L., Smith, S. Z., Smith, M. E., Carothers, J., & Myers, K. (2018). The preparation experiences of Elementary Mathematics Specialists: Examining influences on beliefs, content knowledge, and teaching practices. Journal of Mathematics Teacher Education, 21(2), 123–145.

    Article  Google Scholar 

  • Swars, S. L., Smith, S. Z., Smith, M. E., & Hart, L. C. (2009). A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs. Journal of Mathematics Teacher Education, 12, 47–66.

    Article  Google Scholar 

  • Steele, D. F. (2001). The interfacing of preservice and inservice experiences of reform-based teaching: A longitudinal study. Journal of Mathematics Teacher Education, 4, 139–172.

    Article  Google Scholar 

  • Tarr, J. E., Reys, R. E., Reys, B. J., Chavez, O., Shih, J., & Osterlind, S. J. (2008). The impact of middle grades mathematics curricula and the classroom learning environment on student achievement. Journal for Research in Mathematics Education, 39, 247–280.

    Google Scholar 

  • Thames, M. H., & Ball, D. L. (2010). What mathematical knowledge does teaching require? Knowing mathematics in and for teaching. Teaching Children Mathematics, 17, 220–225.

    Article  Google Scholar 

  • Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127–146). National Council of Teachers of Mathematics.

    Google Scholar 

  • Toom, A., Pyhalto, K., & Rust, F. O. (2015). Teachers professional agency in contradictory times. Teachers and Teaching: Theory and Practice, 21, 615–623.

    Article  Google Scholar 

  • Vacc, N. N., & Bright, G. W. (1999). Elementary pre-service teachers’ changing beliefs and instructional use of children’s mathematics thinking. Journal for Research in Mathematics Education, 30, 89–110.

    Article  Google Scholar 

  • Wilson, M., & Cooney, T. (2002). Mathematics teacher change and development: The role of beliefs. In G. Leder, E. Pehkonen, & G. Toerner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 127–148). Kluwer Academic Press.

    Google Scholar 

  • Webel, C., Conner, K., Sheffel, C., Tarr, J., & Austin, C. (2017). Elementary mathematics specialists in “departmentalized” teaching assignments: Affordances and constraints. The Journal of Mathematical Behavior, 46, 196–214.

    Article  Google Scholar 

  • Yopp, D. A., Burroughs, E. A., Sutton, J. T., & Greenwood, M. C. (2019). Variations in coaching knowledge and practice that explain elementary and middle school mathematics teacher change. Journal of Mathematics Teacher Education, 22(1), 5–36.

    Article  Google Scholar 

Download references

Acknowledgements

We would like to acknowledge our colleagues, Dr. Stephanie Smith and Dr. Marvin Smith, who recently retired from academia and were instrumental in this work.

Author information

Authors and Affiliations

  1. Georgia State University, Atlanta, GA, USA

    Susan Swars Auslander & Kayla Myers

Authors
  1. Susan Swars Auslander
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Kayla Myers
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Susan Swars Auslander .

Editor information

Editors and Affiliations

  1. Faculty of Creative Industries, Education and Social Justice, School of Teacher Education and Leadership, Queensland University of Technology, Brisbane, QLD, Australia

    Theresa Bourke

  2. Faculty of Creative Industries, Education and Social Justice, School of Teacher Education and Leadership, Queensland University of Technology, Brisbane, QLD, Australia

    Deborah Henderson

  3. Faculty of Creative Industries, Education and Social Justice, School of Early Childhood and Inclusive Education, Queensland University of Technology, Brisbane, QLD, Australia

    Rebecca Spooner-Lane

  4. Royal Melbourne Institute of Technology, Melbourne, VIC, Australia

    Simone White

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Auslander, S.S., Myers, K. (2022). Keep Inquiring: A Collective Examination of Elementary Mathematics Specialist Preparation. In: Bourke, T., Henderson, D., Spooner-Lane, R., White, S. (eds) Reconstructing the Work of Teacher Educators. Springer, Singapore. https://doi.org/10.1007/978-981-19-2904-5_3

Download citation

  • DOI: https://doi.org/10.1007/978-981-19-2904-5_3

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-19-2903-8

  • Online ISBN: 978-981-19-2904-5

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation