The purpose of this research study is to explore the experiences, outcomes and impact of the Teaching Elementary School Mathematics (TESM) certificate program on the teachers who completed (or will soon complete) the program. The research aims to understand how this TESM professional development experience influences K-8 teachers’ relationships with mathematics with/in the culture(s) of their mathematics classrooms. The two-part research question asks: How do the TESM graduates perceive and describe the impact of the TESM certificate program on them in their roles as mathematics teachers? Have their experiences with TESM changed, challenged and/or enhanced their relationship with mathematics? To study these relation(ship)s within the culture(s) of mathematics classrooms, a socio-critical ethnographic research design will be used.
https://cercd.ca/wp-content/uploads/2021/11/nolan-kathleen.jpg 305 200 Carter Lovelace https://cercd.ca/wp-content/uploads/2022/04/CERCD-Logo-White.png Carter Lovelace2021-11-24 18:21:192022-01-31 12:21:35Following their math: A study of TESM graduates