The MAST-EL University and School Partnership supports a strategic infrastructure for preparing preservice and in-service teachers ensuring high quality mathematics and science instruction for English learners (ELs). The partnership in its second year consists of thirty-two in-service elementary teachers, three instructional coaches, thirty…

This mixed methods study examined the influence informal learning experiences had on secondary STEM preservice teachers' preparation as they worked with students who struggle in mathematics. The quantitative data sources included a Teacher Self-Reflection Survey, Mathematics Clinic Tutor Survey, and a Student Survey, while the qualitative data…

The National Council of Teachers of Mathematics (NCTM) has called for changes in mathematics teaching from a procedural to conceptual focus since 1980, yet the way mathematics is taught in many classrooms continues to contradict the recommended practices. The pervasiveness of this challenge has led some educators to suggest changes in university…

This study details the creation of a four-tiered format designed to help preservice teachers write differentiated lesson plans. A short history of lesson plan differentiation models is described and how the four-tier approach was developed through collaboration with classroom teachers and university faculty. The unifying element for the format…

The purpose of this research was to examine what preservice teachers learned about their intentions to provide equitable instruction in comparison to their actual teaching acts. Preservice teachers in a K-6 mathematics methods course analyzed their verbal interactions from their teaching of a mathematics lesson and used guided reflection to…

This study investigates the impact of a science, technology, engineering, and mathematics (STEM) program that provided preservice teachers access to faculty mentors for advice and feedback in the preparation and delivery of science and math content to elementary school students. Fifty preservice teachers attending a 2-year college in the Southwest…

Latest standards-based reform documents from mathematics and science education organizations and communities bring forward one important issue--higher-order thinking skills, namely reasoning. In this article, we share our experiences and our approach to developing an integrated course for mathematics and science prospective teachers centered on…

This article examine a new partnership with a high-needs predominantly Hispanic American elementary school and their practice as teacher educators and researchers amid the reflections of the preservice teachers (PST) and their classroom teachings. The PSTs report becoming more confident in their teaching but are concerned with classroom management…

Preservice teacher candidates changed their thinking about mathematics, mathematics teaching, and children's mathematics learning after completing a mathematics methods course that promoted a nontraditional approach, which focused on teaching mathematics from a student-centered viewpoint. (20 references) (IAH)

Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…