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Coaching in Early Mathematics.

Carrie Germeroth1, Julie Sarama1

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Summary
This summary is machine-generated.

Effective professional development (PD) for early math education requires ongoing, site-embedded coaching, not just stand-alone training. This approach is crucial for improving teacher skills and student outcomes in mathematics.

Keywords:
CoachingEarly childhood educationMathematics educationProfessional development

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Area of Science:

  • Early Childhood Education
  • Mathematics Education
  • Teacher Professional Development

Background:

  • Early childhood educators often lack preparedness and confidence in teaching mathematics, despite declining math scores.
  • Professional development (PD) is a common strategy to enhance early math skills, but stand-alone PD has limited impact on teaching practices.
  • Site-embedded, ongoing support like coaching is critical for successful implementation of math instruction.

Purpose of the Study:

  • To describe effective coaching models and their characteristics in early mathematics education.
  • To provide an in-depth analysis of the coaching component in two large empirical studies.
  • To introduce the theoretical framework and research base for developed coaching models.

Main Methods:

  • Review of research on effective coaching characteristics.
  • In-depth examination of coaching models from two empirical studies in early mathematics.
  • Analysis of model instantiation and implementation challenges within the projects.

Main Results:

  • Coaching models were developed based on theoretical frameworks and prior research.
  • Planned coaching models were implemented in two empirical studies.
  • Challenges encountered during the implementation of coaching models were documented.

Conclusions:

  • Site-embedded coaching is essential for effective early mathematics professional development.
  • Understanding coaching models and implementation challenges can inform future PD initiatives.
  • Further research is needed to address implications and challenges for the field of early math education.