Piccolo, Diana Lynne (2008-05). Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. Doctoral Dissertation. Thesis uri icon


  • In the Teaching Principle (National Council of Teachers of Mathematics
    [NCTM], 2000), it explained that development and utilization of pedagogical content
    knowledge required teachers to continually increase their knowledges of mathematics
    content and pedagogy. This study researched the amalgamation of multi-faceted factors
    and inter-relatedness of pedagogical content knowledge (PCK), content knowledge for
    teaching mathematics (CKTM), and mentoring support perceptions throughout
    elementary and middle level student teachers' and interns' initial full-time teaching
    In the first article 13 elementary and seven middle grade student teachers' are
    examined based on differences between pedagogical content knowledge and content
    knowledge for teaching mathematics. Standardized difference scores were calculated
    and compared using multivariate contrasts on certification level. Results showed
    statistically significant differences (p < .01) on all three CKTM domains but no
    statistically significant differences were found on any of the five Classroom Observation and Assessment for Teachers (COPAT) domains. Both groups had the highest mean
    difference in the CKTM number/concept domain. COPAT results showed middle grade
    level pre-service teachers primarily had all positive mean differences, in comparison to
    the elementary level pre-service teachers, which had all negative mean differences.
    In the second article the mathematics mentoring support perceptions of 11 first
    year teachers who participated in a year-long urban internship program were examined.
    Semi-structured interviews revealed that district and grade level campus mentors
    provided the most mathematics instruction and pedagogically-based support to both
    groups of interns. Middle school level interns relied more on their team of mathematics
    teachers and elementary level interns received more mathematical content support from
    their district mentor than did middle level interns. Pedagogical support was greatest in
    the areas of lesson design and implementation of classroom management strategies.
    In the third article 14 elementary and six middle level student teachers were
    observed and interviewed on general and content-specific pedagogical skills and
    perceptions. Results indicated both groups of student teachers perceived themselves as
    most competent in having lesson plans ready, routines evident, and utilizing studentcentered
    instruction. Conversely, both groups felt least competent in getting students on
    task quickly, using a variety of teaching strategies, using critical thinking skills, and
    handling inappropriate behavior effectively.

publication date

  • May 2008