MENTORING URBAN INTERNS: AMALGAMATION OF EXPERIENCES IN THE FORMATION OF MATHEMATICS TEACHERS Academic Article

abstract

• In this study, eleven K-8 mathematics urban interns' perceptions of their mentoring support systems and factors that influenced their ability to teach mathematics were examined. Semi-structured interviews revealed that district and grade-level campus mentors provided the greatest amount of mathematics instruction and pedagogically based support to interns. Three factors most instrumental in developing the ability to teach mathematics were (a) manipulative use, (b) planning of classroom instruction and activities, and (c) execution of the lesson. Four factors hindering interns' abilities to teach mathematics included (a) mathematics-specific skills; (b) instructional-based strategies, but not necessarily math-specific; (c) mentoring-support assistance; and (d) general or non-content specific hindrances. Taylor & Francis Group.

authors

• Capraro, Mary
• Capraro, Robert

published proceedings

• The Teacher Educator

author list (cited authors)

• Piccolo, D. L., Capraro, M. M., & Capraro, R. M.

citation count

• 2

complete list of authors

• Piccolo, Diana L||Capraro, Mary Margaret||Capraro, Robert M

publication date

• January 2009

publisher

• Taylor & Francis  Publisher

published in

• The Teacher Educator  Journal

Digital Object Identifier (DOI)

• 10.1080/08878730903386823

start page

• 37

end page

• 53

volume

• 45

issue

• 1

URL

• http%3A%2F%2Fdx.doi.org%2F10.1080%2F08878730903386823