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Prospective Elementary Mathematics Specialists’ developing instructional practices: support and mentorship during an authentic residency

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Abstract

This case study explored Prospective Elementary Mathematics Specialists’ (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME) program, specifically focusing on the authentic residency with mentor sessions. Participants included nine PEMSs, with qualitative and quantitative data collected via individual interviews, professional portfolios, and observations of classroom practices. Upon completion of the K-5 ME program, all participants were implementing instructional practices learned about in the program in substantial ways. Participants were honing their skills for orchestrating effective discourse, and the application of those skills became more meaningful as they saw the impact it was having on student learning. This implementation and documentation program coursework was rigorous as PEMSs worked to develop themselves as mathematics teachers and teacher leaders. The collaborative support during the authentic residency and mentor sessions seem to have been significant for PEMSs in supporting implementation of newly learned instructional practices. Ultimately, PEMSs completed the program feeling more prepared as elementary mathematics teachers and teacher leaders.

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Authors and Affiliations

  1. Department of Early Childhood and Elementary Education, Georgia State University, P.O. Box 3978, Atlanta, GA, 30302-3978, USA

    Kayla D. Myers, Susan Swars Auslander, Stephanie Z. Smith & Marvin E. Smith

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  1. Kayla D. Myers
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  2. Susan Swars Auslander
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  3. Stephanie Z. Smith
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  4. Marvin E. Smith
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Correspondence to Kayla D. Myers.

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Myers, K.D., Auslander, S.S., Smith, S.Z. et al. Prospective Elementary Mathematics Specialists’ developing instructional practices: support and mentorship during an authentic residency. J Math Teacher Educ 24, 309–330 (2021). https://doi.org/10.1007/s10857-020-09460-6

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