Abstract
The research was designed to construct Standards for Development in Elementary Mathematics Teaching (SDEMT) and to investigate the perspectives of Elementary Mathematics Educators on these standards. The Deming cycle is used to formulate the Standards, and a questionnaire was used to investigate the perspectives of elementary mathematics educators. There are six dimensions to the SDEMT: Mathematics Knowledge (MK), Student Cognition (SC), Teaching Method (TM), Teaching Practice (TP), Teaching Assessment (TA) and Professional Accountability (PA) and there are 9, 4, 3, 9, 4, 18 standards for each dimension, respectively, with a total of 47 standards. The Standards were formatted into a questionnaire and sent to 42 educators specializing in elementary mathematics education. A total of 34 questionnaires were returned. These elementary mathematics educators were asked to evaluate the achievement of teachers with different status on a scale from 0% to100%, ranging from intern teachers (with a completion of a training program), qualified teachers (with a completion of an internship), mentor teachers and expert teachers. The questionnaire results for each level of teacher status was 57.90%, 67.64%, 78.68% and 86.29%, respectively. From the perspective of SDEMT required by teachers of different status, educators’ cognition is the most diverse for intern teachers and least diverse for expert teachers. From the perspective of the six dimensions, PA ranks the highest (i.e. the most important dimension needs to be fulfilled) for teachers other than expert teachers, and SC is the most important element for expert teachers.
| Keywords: | elementary teacher; mathematics teaching; standards of professional knowledge/competence |
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