This article tracks twenty-one graduates of a refom-based mathematics teacher education program for two years as they begin teaching mathematics in public elementary schools in New York City. Using surveys, classroom observations, and interviews, it examines the extent to which these beginning teachers were able to implement standards-based mathematics instruction in their classes. Results of the study were mixed. The novice teachers generally demonstrated an adequate understanding of the underlying mathematics principles and strong intentions of teaching mathematics for understanding.They were generally able to engage children in learning, and most performed at the “beginning stages of effective instruction” in their first year. However, they still struggled to engage students in higher order thinking and knowledge construction. ln their second year their abilities improved, but they were still hampered by local factors such as insufficient in-service support, the restrictions of high-stakes testing, and the overall school climate.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
Schroder, B. and Gningue, S.
"Into the Fray: Novice Teachers Tackle Standards-Based Mathematics,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 9
, Article 20.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol9/iss1/20