Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy

Jessica A. de la Cruz; Samantha E. Goldman

doi:10.29333/iejme/13860

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Jessica A. de la Cruz ¹ ^* , Samantha E. Goldman ¹

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¹ Department of Education, Assumption University, Worcester, MA, USA^* Corresponding Author

Abstract

Declining enrollments in teacher preparation programs across the United States signal a critical need for institutions of higher education to consider innovative recruitment initiatives. This pilot study investigates a novel approach to recruiting undergraduates into a teacher preparation program. Nine participants, mostly first-year college students, engaged in a year-long experiential learning program. The program provided participants with an early teaching experience in a classroom-like setting by engaging them in the collaborative development, planning, and teaching of mathematics in a summer camp for high school students. Data were collected throughout the year on their: planned major, attitudes towards mathematics and mathematics education, mathematics teaching self-efficacy, and perceptions of the program. Results showed the program was successful at improving attitudes, increasing self-efficacy, and stimulating reflection on a potential career as a mathematics teacher. Participants also shared positive impressions of the experience. Implications for research and future practice are discussed.

Keywords

mathematics
teacher preparation
recruitment
attitudes
self-efficacy

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 18, Issue 4, November 2023, Article No: em0759

https://doi.org/10.29333/iejme/13860

Publication date: 05 Nov 2023

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How to cite this article

APA

de la Cruz, J. A., & Goldman, S. E. (2023). Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy. International Electronic Journal of Mathematics Education, 18(4), em0759. https://doi.org/10.29333/iejme/13860

Vancouver

de la Cruz JA, Goldman SE. Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy. INT ELECT J MATH ED. 2023;18(4):em0759. https://doi.org/10.29333/iejme/13860

AMA

de la Cruz JA, Goldman SE. Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy. INT ELECT J MATH ED. 2023;18(4), em0759. https://doi.org/10.29333/iejme/13860

Chicago

de la Cruz, Jessica A., and Samantha E. Goldman. "Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy". International Electronic Journal of Mathematics Education 2023 18 no. 4 (2023): em0759. https://doi.org/10.29333/iejme/13860

Harvard

de la Cruz, J. A., and Goldman, S. E. (2023). Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy. International Electronic Journal of Mathematics Education, 18(4), em0759. https://doi.org/10.29333/iejme/13860

MLA

de la Cruz, Jessica A. et al. "Impact of a mathematics early teaching experience for undergraduates: A teacher preparation recruitment strategy". International Electronic Journal of Mathematics Education, vol. 18, no. 4, 2023, em0759. https://doi.org/10.29333/iejme/13860