Using Blogs to Support Mathematics Instruction Among First Year Elementary School Teachers
Catherine C. Stein, East Carolina University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
As preservice teachers transition into their first year of teaching, they often focus on survival in the classroom rather than the nuances of instructional practices addressed in their methods courses. The changes that occur over the course of teachers’ careers as they move from the survival stage to focus more on their instruction and student learning are well-documented. Not as clear is how this transition manifests itself in specific disciplines. The purpose of this ongoing study is to understand the issues facing beginning elementary school teachers as they navigate the teaching of mathematics. A group first-year teachers, who were all in the same cohort for two years of their undergraduate program, blog about their teaching. Blogging allows them to maintain their community and share the issues surrounding their mathematics instruction while providing researchers insight into the nature of change over time in their views of mathematics teaching and learning.
Stein, C.C. (2009). Using Blogs to Support Mathematics Instruction Among First Year Elementary School Teachers. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 2977-2981). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).