Exploring the Link between Reformed Teaching Practices and Pupil Learning in Elementary School Mathematics

Abstract

This study examined the classroom practices of beginning elementary school teachers' instruction of mathematics and how it connected to their pupils' learning. The Reformed Teaching Observation Protocol (RTOP) was used to measure the extent to which beginning teachers used reformed teaching practices. As a measure of pupil learning, we utilized assessment scores specific to the mathematics unit observed and correlated them with teachers' RTOP scores. We found that beginning teachers who implemented reformed teaching practices tended to have pupils who scored higher on the district mathematics test with a statistically significant correlation of 0.56 (p < .05). Implications of these findings and others are discussed in terms of using the RTOP to improve practice at the elementary school level and for future school‐based research.

Effects of the learning assistant model on teacher practice

“…The analysis described above follows the RTOP analysis described in the RTOP reference manual [47], previous RTOP studies [16,[49][50][51], and other educational studies [52][53][54]. While this method provides a succinct summary of the quantitative data collected during each observation, it overlooks a key feature of this type of data.…”

“…This has been shown to be true at both the K-12 [13][14][15][16][17][18][19] and the college level [20][21][22][23][24][25][26]. Despite the effectiveness of student-centered instruction, research has found this to be a very difficult strategy to teach in-service teachers [13,14] and preservice teachers [27][28][29][30][31].…”

“…Despite the effectiveness of student-centered instruction, research has found this to be a very difficult strategy to teach in-service teachers [13,14] and preservice teachers [27][28][29][30][31]. University-based programs remain the predominant teacher preparation programs in this country, and recent research has demonstrated the influence of a teacher's preparation program on teacher retention and student achievement [16,32,33]. Research is needed that articulates the features of effective STEM teacher education programs and the relationships, if any, between specific features of these programs and the conceptions and practices of the science, technology, engineering, and math (STEM) teachers who graduate from these programs.…”

Αλγοριθμικές Διαδικασίες Ως Κύρια Μαθηματική Γνώση

“…Οι δάσκαλοι των Μαθηματικών (ή αυτοί που διδάσκουν Μαθηματικά) μπορούν να λειτουργήσουν ως καθοριστικοί διαμεσολαβητές, ώστε να εισαχθούν και να ενσωματωθούν στην εκπαίδευση εκπαιδευτικές μεταρρυθμίσεις, καινοτομίες και τροποποιήσεις στα Προγράμματα Σπουδών (Prestridge & Main, 2018;Serdyukov, 2017;Furinghetti, 1997). Μάλιστα, έχει βρεθεί (Russo & Hopkins, 2019;Gilbert et al, 2014;Jong et al, 2010;Adamson et al, 2003) ότι οι μαθητές, των δασκάλων εκείνων που εφαρμόζουν καινοτομικές πρακτικές διδασκαλίας και υιοθετούν μεταρρυθμίσεις, πετυχαίνουν όχι μόνο υψηλότερους βαθμούς και καλύτερες επιδόσεις σε διάφορα τεστ, αλλά και ωφελούνται μαθησιακά περισσότερο.…”