This article may be used for research, teaching, and private study purposes.Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles.The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. International Journal of Research in Education and Science

No abstract

Many preservice teacher (PST) programs throughout the world are preparing students to implement the Core Standards, which require deeper conceptual understandings of mathematics and an informed approach for teaching. In this qualitative multi-case study, researchers explored the teaching methods for two university instructors and changes in PSTs beliefs previously formed by personal elementary experiences. Results of the pre-and postcourse analysis demonstrate notable shifts in beliefs, understandings, and personal philosophies. A situated context and a social constructivist approach coupled with critical reflective exercises created an environment for PSTs to reflect upon and change their personal conceptual frameworks.

The purpose of this chapter is to highlight common challenges that school leaders encounter when seeking to implement change in the teaching and learning of mathematics at their schools. Specifically, the chapter will offer innovative ways that international elementary principals successfully have influenced systemic change in K-5 mathematics classroom practice. The challenges highlighted are not unique to international educators, but the context from which we speak is situated in the international educational environment. We offer practical, but theoretically based guidance for school leaders looking to implement, support, and sustain authentic change in the culture and practice surrounding the math development of students. The first half of the chapter will provide context and a situational perspective relative to the complex relationship between principals, as instructional leaders, and their ability to influence classroom change. Key events that have made conversations about the teaching and learning of mathematics prominent in schools around the world also are highlighted. The second half of the chapter details actionable ideas grounded in research that elementary principals or curriculum leaders can implement to help shift classroom teaching and learning at the elementary level. Ultimately, these shifts are designed to enable higher levels of mathematics achievement for all K-5 students.