Reform-based Mathematics Teaching Practices for Teacher Candidates’ Professional Development

Abstract

K-6 teacher candidates in the USA are required to meet three mathematics criteria, (1) attainment of conceptual understanding, (2) correctness of procedure fluency and (3) an understanding of mathematics reasonings and problems-solving from Educative Teacher Performance Assessment [edTPA], which is the most popular assessment for initial certification/licensure teacher candidates in the U.S.A. Research demonstrated that teacher candidates’ can be enhanced to better prepare for reform-based mathematics teaching. The purpose for designing this study was to examine how K-6 teacher candidates’ professional development transferred to reform-based mathematics teaching that align with three edTPA criteria. The study implemented the mixed methods with 15 K-6 teacher candidates participating in both quantitative and qualitative research activities. Data were collected from participants’ final assessment portfolios to evaluate candidates’ teaching effectiveness, The study also conducted semi-structured verbal interviews with candidates’ math lesson design, reformed-based mathematics teaching, and the role of self-efficacy in doing reform-based teaching. Results indicated that candidates face multiple challenges in transferring from skill-repeated (traditional) math teaching to reasonings-developed (reform-based) math pedagogy. Teacher candidates agreed that from traditional to reform-based mathematics teaching benefits their teaching effectiveness. Methods for facilitating reform-based teaching in mathematics via professional development is discussed.