A Longitudinal Study of the Effects of K-8 Mathematics Teacher Preparation on Teachers' Knowledge, Practices, and Student Learning

Principal Investigator: 
Co-Investigator: 
Project Overview
Background & Purpose: 

This project has three primary objectives:

  1. Refine a developing theory of teacher preparation;
  2. Examine empirically the relationships among mathematics teacher preparation, teacher learning, teaching practice, and student learning of mathematics; and,
  3. Understand the conditions under which teachers use the knowledge and skills acquired during preparation and during their first few years of teaching to improve their practice.
Setting: 

Grades 3 - 8 math classrooms where graduates of two different mathematics teacher preparation programs have assumed teaching positions.

Research Design: 

The project has a longitudinal, cross-sectional, and comparative research design and will generate evidence that is descriptive [case study, observational] and associative/correlational [quasi-experimental]. Original data is being collected from graduates of two different mathematics teacher preparation programs, one for K-8 certification and one for 7-12 certification, using assessments of learning [achievement tests], observation [personal observation], and survey research [semi-structured or informal interviews].

  • We have designed or will design the following measures:
  • Measures of pre-service/in-service teachers' mathematics knowledge for teaching
  • Measures of pre-service/in-service teachers' skills for analyzing mathematics teaching situations
  • Measures of the quality of in-service teachers' mathematics instruction
  • Measures of students' learning of mathematics
Other Products: 

One outcome of this project will be revised lesson plans for mathematics content courses for prospective K-8 teachers.