High Leverage Teaching Practices: Examining Implementation in Elementary Mathematics Instruction
Location
Elementary Classrooms - Preston 1
Proposal Track
Research Project
Session Format
Presentation
Abstract
Significant attention has been given to mathematics teaching and learning as demonstrated by national reform models (e.g. NCTM standards), and national curriculum changes (e.g. Common Core Standards). This attention has placed pressure to improve mathematics teaching and learning. In particular, many teacher education programs are beginning to focus on exposing pre-service teachers to High Leverage Teaching Practices (HLTP) in mathematics. Research has demonstrated that the use of HLTP in classroom mathematics instruction has a positive impact on increasing student achievement. Although research has shown that HLTP have a positive impact on student achievement, there has been limited research on in-service teachers use of HLTP. The limited research has shown that the use of HLTP can have a positive impact on student achievement. Through teacher interviews and classroom observations this study will examine in-service teachers knowledge and implementation of HLTP in the mathematics classroom and to contribute to the limited research in order to contribute to the development of effective elementary mathematics teachers.
Keywords
High Leverage Teaching Practices, Elementary Mathematics
Professional Bio
Dr. Cliff Chestnutt is an Assistant Professor in the Department of Early Childhood through Secondary Education at the University of West Georgia. Prior to pursuing his Ph.D., Dr. Chestnutt was a K-8 teacher and Math coach. Dr. Chestnutt's current teaching and research projects focus on High Leverage Teaching Practices, Culturally Responsive Mathematics, and Equity in Mathematics.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Chestnutt, Cliff, "High Leverage Teaching Practices: Examining Implementation in Elementary Mathematics Instruction" (2019). Georgia Educational Research Association Conference. 34.
https://digitalcommons.georgiasouthern.edu/gera/2019/2019/34
High Leverage Teaching Practices: Examining Implementation in Elementary Mathematics Instruction
Elementary Classrooms - Preston 1
Significant attention has been given to mathematics teaching and learning as demonstrated by national reform models (e.g. NCTM standards), and national curriculum changes (e.g. Common Core Standards). This attention has placed pressure to improve mathematics teaching and learning. In particular, many teacher education programs are beginning to focus on exposing pre-service teachers to High Leverage Teaching Practices (HLTP) in mathematics. Research has demonstrated that the use of HLTP in classroom mathematics instruction has a positive impact on increasing student achievement. Although research has shown that HLTP have a positive impact on student achievement, there has been limited research on in-service teachers use of HLTP. The limited research has shown that the use of HLTP can have a positive impact on student achievement. Through teacher interviews and classroom observations this study will examine in-service teachers knowledge and implementation of HLTP in the mathematics classroom and to contribute to the limited research in order to contribute to the development of effective elementary mathematics teachers.
