CAREER: Learning to Learn from Mathematics Teaching

Principal Investigator: 
Project Overview
Background & Purpose: 

The main goal of this project is to study the impact of an approach to the preparation of elementary mathematics teachers that integrates into a math methods course a research-based curriculum designed to develop specific dispositions, knowledge, and skills for learning from teaching. The Learning to Learn from Mathematics Teaching (LLMT) curriculum develops pre-service teachers’ ability to reflect on their teaching and on the teaching of others in ways that generate knowledge about mathematics teaching and about student mathematics learning. Specifically, this project will investigate through a multi-method study the effects of the LLMT curriculum both short term—on pre-service teachers’ learning in the context of an elementary teacher preparation program,—and long term—by following them into their first three years of teaching.

Setting: 

Teacher preparation program in Southern California.

Research Design: 

The project has a longitudinal and comparative research design and will generate evidence that is both descriptive [case study and observational] and causal [experimental]. Original data are being collected from pre-service teachers during the teacher preparation program using assessments of learning, observation [personal observation and videography] and survey research [self-completion questionnaire and semi-structured or informal interviews]. Pre-service teachers will then be followed into their teaching profession for up to three years and similar data will be collected.

A math methods course focused on key K-6 math concepts and with emphasis on practice and reflection is being evaluated in comparison to a more common textbook-based math methods course including a survey of all K-6 math topics. Instruments or measures being used include:

  • Fidelity of implementation
  • IMAP belief survey
  • LMT measure of mathematical knowledge for teaching
  • TeKno measure of teacher lesson analysis abilities
  • Teacher Sense of Efficacy Scale (TSES)
  • Teacher retention
  • Video observations and coding of instructional quality
  • Fieldwork observations
  • Semi-structured interviews on fieldwork experiences and teacher professional lives

The analysis plan for this project involves qualitative analyses and coding, case studies, and regression analyses.

Findings: 

Findings will be posted as they become available.

Publications & Presentations: 

Santagata, R., & Guarino, J. (2010). Using Video to Teach Future Teachers to Learn from Teaching. ZDM The International Journal of Mathematics Education. Published online on 10/12/10 at http://www.springerlink.com/content/b731173732728518/fulltext.pdf

Santagata, R., & van Es, E.* (in press). Disciplined Analysis of Mathematics Teaching as a Routine of Practice. In Luebeck J. & Lott J.W. (Eds.). Mathematics teaching: Putting research into practice at all levels. Association of Mathematics Teacher Educators.

Other Products: 

Learning to Learn from Mathematics teaching curriculum materials will become available at completion of the project.