Cultivating Elementary Mathematics Specialist Expertise
Keywords:
Elementary Mathematics Specialists, mathematics teachers, professional development, mathematics teacher educationAbstract
This study explored elementary teachers’ (N = 26) development as novice Elementary Mathematics Specialists (EMSs). They worked in 21 urban-situated schools in the United States that served historically marginalised students. Professional learning experiences aimed to prepare them as effective and equitable mathematics teachers and teacher leaders equipped to serve as a more knowledgeable other in their school communities. Their role as EMSs was distinctive because their primary responsibility was teaching students, and their work as a teacher leader was in an informal capacity. A case study design was used, with quantitative and qualitative data forming the descriptive findings. Across two years of professional learning, participants had meaningful improvements in their implementation of learner-centred, equitable mathematics instruction; mathematical knowledge for teaching; and productive mathematics beliefs. Results from interview data illuminated these shifts, with themes related to: centring of children, elevating equity and access, deepening knowledge for teaching, and navigating constraints in shifting instruction.
References
Aguilar, E. (2020). Coaching for equity: Conversations that change practice. Jossey-Bass.
Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. B. (2013/2024). The impact of identity in K–8 mathematics: Rethinking equity-based practices. National Council of Teachers of Mathematics.
Association of Mathematics Teacher Educators, Association of State Supervisors of Mathematics, National Council of Supervisors of Mathematics, & National Council of Teachers of Mathematics. (2022). The role of elementary mathematics specialists in the learning and teaching of mathematics. https://amte.net/sites/amte.net/files/EMS_Pos_Statement_Final.pdf
Association of Mathematics Teacher Educators. (2024). Guidelines for preparing and supporting elementary mathematics specialists.
http://amte.net/sites/amte.net/files/EMS%20Standards%202024_AMTE.pdf
Australian Institute for Teaching and School Leadership. (2015). Accreditation of initial teacher education
programs in Australia: Standards and procedures 2015. AITSL.
Australian Institute for Teaching and School Leadership. (2017). Accreditation of initial teacher education programs in Australia guideline: Primary specialisation. https://www.aitsl.edu.au/docs/default-source/default-document-library/guideline-primary-specialisation.pdf?sfvrsn=1ffec3c_0
Baker, C., Hjalmarson, M., & Fennell, F. (2023). Advancing research about mathematics specialists and mathematics teacher leaders. Investigations in Mathematics Learning, 15(1), 1–10. https://doi.org/10.1080/19477503.2022.2154061
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. https://doi.org/10.1177/0022487108324554
Bartell, T. G., Cho, C., Drake, C., Petchauer, E., & Richmond, G. (2019). Teacher agency and resilience in the age of neoliberalism. Journal of Teacher Education, 70(4), 302–305. https://doi.org/10.1177/0022487119865216
Campbell, P., & Malkus, H. (2014). The mathematical knowledge and beliefs of elementary mathematics specialist-coaches. ZDM Mathematics Education, 46(2), 213–225. https://doi.org/10.1007/s11858-013-0559-6
Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2015). Children’s mathematics: Cognitively guided instruction (2nd ed.). Heinemann.
Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). SAGE Publications.
Costa, A. L., & Garmston, R. J. (2016). Cognitive coaching: Developing self-directed leaders and learners (3rd ed.). Rowman & Littlefield.
Gibbons, L. K., & Cobb, P. (2017). Focusing on teacher learning opportunities to identify potentially productive coaching activities. Journal of Teacher Education, 68(4), 411–425. https://doi.org/10.1177/0022487117702579
Enochs, L., Smith, P., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202. https://doi.org/10.1111/j.1949-8594.2000.tb17256.x
Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers’ content knowledge for teaching. University of Michigan.
Jacobs, V. R., & Empson, S. B. (2016). Responding to children’s mathematical thinking in the moment: An emerging framework of teaching moves. ZDM Mathematics Education, 48(1–2), 185–197. https://doi.org/10.1007/s11858-015-0717-0
Kutaka, T. S., Ren, L., Smith, W. M., Beattie, H. L., Edwards, C. P., Green, J. L., Chernyavskiy, P., Stroup, W., Heaton, R. M., & Lewis, W. J. (2018). Examining change in K–3 teachers’ mathematical knowledge, attitudes, and beliefs: The case of Primarily Math. Journal of Mathematics Teacher Education, 21(2), 147–177. https://doi.org/10.1007/s10857-016-9355-x
Lomas, L. (2022). Preparing job-embedded primary mathematics specialists to lead in Australian schools. In N. Fitzallen, C. Murphy, V. Hatisaru & N. Maher (Eds.), Mathematical confluences and journeys. Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 346–353). MERGA.
Main, S., Byrne, M., Scott, J., Sullivan, K., Paoline, A., Slater, E., & Boron, J. (2023). Primary specialisations in Australia: Graduate perceptions of outcome and impact. The Australian Educational Researcher, 50(2), 371–390. https://doi.org/10.1007/s13384-021-00496-y
McGatha, M. B., Davis, R., & Stokes, A. (2015). The impacts of mathematics coaching on teachers and students. In M. Fish (Ed.), NCTM research briefs. NCTM.
McMaster, H., Way, J., & Bobis, J. (2024). Conceptualisation of an undergraduate primary mathematics specialisation. Mathematics Teacher Education and Development, 26(1), Article 2.
McMaster, H., Way, J., Bobis, J., & Beswick, K. (2018). Principals’ perceptions and expectations of primary teachers with a specialization in mathematics. In J. Hunger, P. Perger, & L. Darragh (Eds.), Making waves, opening spaces. Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australia (pp. 551-558). MERGA.
Mills, R., Bourke, T., & Siostrom, E. (2020). Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education. Teaching and Teacher Education, 89, Article 103010. https://doi.org/10.1016/j.tate.2019.103010
Myers, K. D., 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(3), 309–330. https://doi.org/10.1007/s10857-020-09460-6
National Council of Teachers of Mathematics. (2020). Catalyzing change in early childhood and elementary mathematics: Initializing critical conversations.
National Council of Teachers of Mathematics. (2024). Principles to actions: Ensuring mathematics success for all.
Norton, S., & Zhang, Q. (2018). Primary mathematics teacher education in Australia and China: What might we learn from each other? Journal of Mathematics Teacher Education, 21(3), 263–285. https://doi.org/10.1007/s10857-016-9359-6
Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1), 1–40. https://doi.org/10.1207/s1532690xci0601_1
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). Information Age.
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, Article 103249. https://doi.org/10.1016/j.tate.2020.103249
Rigelman, N. R. (2017). Evaluation of elementary mathematics specialist programs. In M. McGatha & N. Riegelman (Eds.), Elementary mathematics specialists (pp. 211–220). Information Age.
Rigelman, N. R., & Lewis, C. (2023). Leveraging mathematics teacher leaders in support of student and teacher learning. Investigations in Mathematics Learning, 15(1), 85–102. https://doi.org/10.1080/19477503.2022.2140989
Rigelman, N. R., Swars Auslander, S., & Fennell, F. (2024, February 8–10). Elementary mathematics specialists policy, preparation, and practice: Advocacy, development, impact, and needed support [Conference presentation]. Association of Mathematics Teacher Educators Annual Conference, Orlando, FL.
Schifter, D., Bastable, V., & Russell, S. J. (2018). Examining features of shape. NCTM.
Skott, J. (2015). 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.
Spangler, D. A., & Orvick, R. L. B. (2017). Models for mathematics specialist program development and delivery. In M. McGatha & N. Riegelman (Eds.), Elementary mathematics specialists (pp. 41–52). Information Age.
Swars Auslander, S., Bingham, G. E., Tanguay, C. L., & Fuentes, D. S. (2024). Developing elementary mathematics specialists as teacher leaders during a preparation program. Journal of Mathematics Teacher Education, 27(4), 665–689. https://doi.org/10.1007/s10857-023-09582-7
Swars Auslander, S., Tanguay, C. L., Myers, K. D., Bingham, G. E., Caldwell, S., & Vo., M. (2023). Elementary mathematics specialists as emergent informal teacher leaders in urban schools: Engagement and navigations. Investigations in Mathematics Learning, 15(1), 50–66. https://doi.org/10.1080/19477503.2022.2139096
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(3), 247–280.
Wu, H. (2009, Fall). What’s sophisticated about elementary mathematics? Plenty—That’s why elementary schools need math teachers. American Educator, 33(3), 4–14. https://www.aft.org/ae/fall2009/wu
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE Publications.
