"The purpose of this study was to explore the views and teaching practices of a small group (n=10) of elementary teachers who had recently graduated from the same university teacher preparation program and were teaching upper-elementary mathematics. Using data from teacher surveys, student surveys, teacher interviews, and classroom observations, I explored the following research questions: (1) When teaching mathematics, do early-career upper elementary teachers who graduated from a specific teacher preparation program use instructional practices that are mostly mastery-oriented, mostly performance-oriented, or a more balanced combination of both? (2) What factors seem to be associated with whether early-career upper elementary teachers use mastery-oriented and/or performance-oriented instructional practices in mathematics? (3) How do early-career upper elementary teachers describe and communicate their views about success in mathematics? How do their students view success in mathematics?" -- Abstract.
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