THE RELATIONSHIPS AMONG PRESERVICE ELEMENTARY TEACHERS' MATHEMATICS ACHIEVEMENT, SELECTED ADMISSION AND PROGRAM VARIABLES, AND DATA GATHERED FROM MATHEMATICS LESSON PLANS PREPARED DURING ELEMENTARY STUDENT TEACHING
- This study investigated, in the context of the Penn State elementary education program, relationships among (1) admission and program variables and mathematics achievement; (2) admission, program, and achievement data and ratings of emphasis on mathematical concept development in lesson plans prepared during student teaching; and (3) ratings of emphasis on concept development in mathematics lesson plans prepared during student teaching and cooperating teachers' and supervisors' holistic ratings of student teachers' performance as elementary mathematics teachers. Data were gathered in two phases during the 1983-1984 academic year from a population of 143 methods course students and a sample of 32 elementary student teachers.
Major findings of the study are presented here. (1) Significant amounts of the variance in preservice elementary teachers' mathematics achievement could be accounted for with various combinations of admission and program variables. (2) Using a combination of admission and program variables (Penn State grade point average, SAT Math score, and category of admission to the University), the majority of students who failed some portion(s) of the junior methods block could be differentiated from the successful students. (3) Analyses of the mathematics lesson plans prepared during elementary student teaching suggest that Penn State elementary student teachers' instructional behaviors do not closely match the instructional behaviors espoused by experts in the field of elementary mathematics education. (4) Both cooperating teachers and university student teaching supervisors have very positive perceptions of the elementary mathematics instruction presented by Penn State elementary education student teachers. (5) The wide variance in format and amount of detail included in mathematics lesson plans prepared by Penn State elementary education student teachers made it difficult to use the lesson plans as data sources.
Major conclusions from the study include: (1) A standard format for lesson plans would make them better data sources. (2) Higher standards for admission to and retention in the elementary education program would reduce the percentage of students failing to complete the program successfully. (3) Student teachers, cooperating teachers, and supervisors would benefit from additional training in effective elementary mathematics education.
- Dissertation Note:
- Educat.D. The Pennsylvania State University 1986.
- Source: Dissertation Abstracts International, Volume: 47-04, Section: A, page: 1289.
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