Exploring the Pedagogical Practices of Seasoned Elementary Mathematics Teachers and Connections with Their Content Knowledge and Beliefs

Autor/inn/en	Auslander, Susan Swars; Myers, Kayla D.; Bingham, Gary E.; Tanguay, Carla L.
Titel	Exploring the Pedagogical Practices of Seasoned Elementary Mathematics Teachers and Connections with Their Content Knowledge and Beliefs
Quelle	In: School Science and Mathematics, 123 (2023) 4-5, S.168-183 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Auslander, Susan Swars) ORCID (Myers, Kayla D.) ORCID (Bingham, Gary E.) ORCID (Tanguay, Carla L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12591
Schlagwörter	Teaching Methods; Teacher Attitudes; Pedagogical Content Knowledge; Student Centered Learning; Lesson Plans; Elementary School Teachers; Mathematics Teachers; Experienced Teachers; Mathematics Instruction; Distance Education; In Person Learning; COVID-19; Pandemics; Faculty Development; Equal Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Pädagogische Kompetenz; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lesson planning; Unterrichtsplanung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Mathematics lessons; Mathematikunterricht; Distance study; Distance learning; Fernunterricht
Abstract	This inquiry examined the pedagogical practices in mathematics of elementary teachers (N = 27) who had been identified as experienced and successful and were working in an urban school district with underserved student populations. Also investigated were relationships between their instructional practices and other elements of proficient teaching of mathematics, including specialized content knowledge and beliefs. Quantitative and qualitative data were collected via a knowledge assessment, belief surveys, classroom observations, and individual interviews. The findings related to learner-centered, equitable mathematics instruction reveal a mixed picture of understanding and enactment by the participants, illuminating variability and complexity, especially within the context of a standardized model for instructional delivery. Participants expressed constraints in implementing learner-centered, equitable mathematics instruction, particularly: prescribed, scripted lesson plans; teaching roles that involved instruction of many students thus contributing to lack of familiarity; and a mix of learners who were in-class and remote due to the COVID-19 pandemic. The results also demonstrate that pedagogical practices were shaped by participants' specialized content knowledge and to a more limited extent their beliefs. These data further reveal mixed endorsements of the different belief constructs. Considerations for teacher development are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01