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

Harris, Sharla

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

dc.contributor.advisor	Ford, Timothy
dc.contributor.author	Harris, Sharla
dc.contributor.committeeMember	Adams, Curt
dc.contributor.committeeMember	Ballard, Keith
dc.contributor.committeeMember	Edwards, Beverly
dc.contributor.committeeMember	Worley, Jody
dc.date.accessioned	2020-05-07T16:00:34Z
dc.date.available	2020-05-07T16:00:34Z
dc.date.issued	2020-05
dc.date.manuscript	2020
dc.description.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.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/324305
dc.language	en_US	en_US
dc.subject	Deeper Learning	en_US
dc.subject	Teacher Preparation	en_US
dc.subject	Mathematics Education	en_US
dc.subject	Teacher Efficacy	en_US
dc.thesis.degree	Ed.D.	en_US
dc.title	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	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies	en_US