Fostering the Development of Elementary School Teachers as Life-long Learners in Mathematics Teaching and Learning

Cynthia M. Smith

State University of New York College at Fredonia

Cynthiamariesmith@hotmail.com

Elementary school teachers must be empowered to adapt mathematics teaching and learning strategies to meet the needs of students in the New Millennium. This is a challenging endeavor given that most elementary school teachers are not mathematics specialists and do not actively pursue individual professional development activities in this field. A program that fosters the development of senior-year pre-service elementary school teachers as life-long learners in this arena is currently in its third year of implementation, evaluation, and refinement.

The purpose of this poster presentation is to present the components (and related instructional activities) of a senior-level mathematics teaching methods course for pre-service elementary school teachers that contribute to the development of elementary school teachers as life-long learners in mathematics teaching and learning. These course-embedded components are (a) self-selected professional development activities; (b) active participation in local, regional, and national professional mathematics teaching organizations; and (c) domain-specific life-long learning strategy instruction. The conceptual framework that guided the development of the course components is grounded in theories of self-regulation and motivation and based upon research that suggests that self-regulatory skills can be enhanced through instruction (Smith, 1998). Instruction followed Zimmerman’s (1998) cyclical model of self-regulation (forethought à performance à reflection à forethought…) and activities were initially teacher- rather than self-directed.

During the course, students explored professional development resources, designed and engaged in their own professional development activities, and became actively involved in professional mathematics teacher organizations. Related student products and reflections will be shared as well as course-specific instructional strategies. Evidence that pre-service teachers who have completed this course continue to grow as teachers of mathematics by engaging in life-long learning activities during their first years of elementary school teaching will also be presented.

Reference

Zimmerman, B.J. (1998). Developing self-fulfilling cycles of academi regulation: An analysis of exemplary instructional models. In D.H. Schunk and B.J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). New York: Guilford Press.