The mathematical knowledge and beliefs of elementary mathematics specialist-coaches

被引:21
作者
Campbell P.F. [1 ]
Malkus N.N. [2 ]
机构
[1] Department of Teaching and Learning, Policy and Leadership, University of Maryland, 2226 Benjamin Building, College Park, MD
[2] American Institutes for Research, 1000 Thomas Jefferson Street, NW, Washington DC
来源
ZDM | 2014年 / 46卷 / 2期
基金
美国国家科学基金会;
关键词
Elementary mathematics specialist; Mathematics coaching; Professional development; School-based mathematics teacher educators;
D O I
10.1007/s11858-013-0559-6
中图分类号
学科分类号
摘要
This paper reports on one aspect of a larger research project conducted in the United States that designed and implemented an elementary mathematics, specialist-coach preparation program and evaluated the effect of qualified specialist-coaches on student achievement. The paper discusses a conceptual framework for coaching in which a specialist-coach is to serve as a "more knowledgeable other" for a community of practice in a school, and ultimately to impact both the knowledge and professional practice of teachers and the school's mathematics program as a whole. Specialist-coaches have unique opportunities and challenges in this daunting task, and the paper discusses one program designed to prepare well-respected teachers for the transition to the role and responsibilities of a specialist-coach. The reported analyses document changes in specialist-coaches' mathematical content knowledge, mathematical knowledge for teaching, and beliefs regarding mathematics teaching and learning over the preparation program and during the specialist-coaches' first years of service in a school. These specialist-coaches' mathematical content knowledge grew and their beliefs became more aligned with a Making Sense perspective during the preparation program, and their changed state persisted throughout 2-3 years of service as specialist-coaches. Evidence addressing the specialist-coaches' mathematical knowledge for teaching was mixed, but suggested that growth occurred both during the preparation program and in their first year of coaching, stabilizing in the years following. © 2013 FIZ Karlsruhe.
引用
收藏
页码:213 / 225
页数:12
相关论文
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