Although NCTM's Standards documents have been around for more than a decade, teachers still frequently encounter resistance when attempting to implement reformoriented instruction and curriculum materials that are aligned with the Standards. Unfortunately, some of the strongest critics of reform are parents. Most have never experienced the type of mathematics instruction that the Standards recommend. The open-ended, conceptually oriented tasks that students bring home are different from their previous experiences and may be confusing. Parents' own anxiety toward and traditional beliefs about mathematics can further heighten their concern about the mathematics their children are now doing.
Scott Hendrickson, Daniel Siebert, Stephanie Z. Smith, Heidi Kunzler and Sharon Christensen
Tiffany G. Jacobs, Marvin E. Smith, Susan Swars Auslander, Stephanie Z. Smith and Kayla D. Myers
Teacher preparation programs face increasing demands to demonstrate the competencies of prospective teachers in their programs, while maintaining a focus on developing high-leverage instructional practices in their methods coursework. This study used a mixed methods approach to examine how the implementation of a simulated edTPA elementary mathematics task influenced prospective teachers' experiences in an elementary mathematics methods course. The course curriculum featured cognitively guided instruction (CGI) as the exemplar for understanding and implementing problembased, cognitively oriented pedagogy. Our findings indicate that elements of both CGI and the simulated edTPA mathematics task worked synergistically to enhance opportunities for CGI-type lesson enactment, support productive changes in beliefs, and contribute to the prospective elementary teachers' (PTs) preparation.