The Role of Teacher Preparation and Efficacy in Teaching for Deeper Learning and Student Mathematical Understanding in Elementary School: A Comparative Study of the United States and Singapore

Abstract

Student achievement in mathematics in the United States is lagging when compared to other subjects and other countries. This is even more apparent when considering deeper learning in mathematics, being able to apply the skills and knowledge learned to new situations. Despite changes to curriculum standards and assessments over the past decade, student achievement has made little to no improvement. The purpose of this study is to examine a country that excels at producing students who are deeper learners of mathematics, Singapore, and compare the characteristics of teachers in that country to teachers in the United States to determine what is related to the disparity between student performance in the two countries. A hierarchal linear modeling analysis was completed on data from the 2015 Trends in Mathematics and Science Study for Singapore and the United States to investigate if deeper teacher understanding of mathematics produced students who achieved at higher levels for mathematics applying and mathematics reasoning. Teacher deeper understanding from preparedness was not necessary for students in Singapore to succeed at high levels; however, it was important for students in the United States. Teacher preparation programs in the United States would be well served to review these findings and make adjustments to their curricula to increase teacher feelings of mathematics efficacy and mathematics preparedness in order to produce teachers who are able to successfully instruct students in a way that will encourage improved performance in mathematics.