Peer reviewed
Download full textERIC Number: ED584315
Record Type: Non-Journal
Publication Date: 2015-Nov
Pages: 7
Abstractor: As Provided
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Examining Effects of Implementing an edTPA Task in an Elementary Mathematics Methods Course
Jacobs, Tiffany G.; Smith, Marvin E.; Swars, Susan L.; Smith, Stephanie Z.; Myers, Kayla D.
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015)
This mixed-methods study examines effects of implementing a mock edTPA task on prospective elementary teachers' perceptions of teaching effectiveness. Results from the Mathematics Teaching Efficacy Beliefs Instrument document a significant change in participants' beliefs that they can effectively teach mathematics. Qualitative results illuminate participants' growing confidence in their understanding of elementary mathematics, their ability to recognize and attend to children's thinking, and their use of pedagogical tools and resources to support children's learning. [For the complete proceedings, see ED583989.]
Descriptors: Methods Courses, Elementary School Mathematics, Mathematics Activities, Mixed Methods Research, Instructional Effectiveness, Pretesting, Beliefs, Preservice Teacher Education, Preservice Teachers, Assignments, Journal Writing, Interviews, Student Surveys, Semi Structured Interviews, Likert Scales, Curriculum Implementation, Educational Change
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education
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Language: English
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