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Addressing the Mathematics-Specific Needs of Beginning Mathematics Teachers


by Edward Britton — 2012

This chapter draws from recent qualitative studies of nine mathematics-specific induction programs around the country and abroad. Half of the U.S. programs were created with support from the National Science Foundation to specifically serve mathematics novices; the other programs served beginning teachers of all subjects and grades and included program strategies focused on mathematics-specific needs of their beginning secondary teachers. The chapter explores the mathematics-specific needs of beginning mathematics teachers, the strengths and challenges of programs aimed at addressing such needs, and dimensions to be considered in matching mathematics mentors with mentees and training the mentors. The chapter closes by noting the implications for induction policies.


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This article originally appeared as NSSE Yearbook Vol 111. No. 2.


Cite This Article as: Teachers College Record Volume 114 Number 14, 2012, p. 273-288
http://www.tcrecord.org ID Number: 18356, Date Accessed: 6/29/2017 10:21:18 AM

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About the Author
  • Edward Britton
    WestEd
    E-mail Author
    EDWARD (TED) BRITTON is associate director of the STEM Program at WestEd. His research foci include teacher induction, comparisons of STEM education in state, national, and international contexts, and external evaluation of STEM programs and projects. His recent publications include “STEM Teachers in Professional Learning Communities: A Knowledge Synthesis” (2011, National Commission on Teaching and America’s Future and WestEd) and “Induction Programs and Beginning Science Teachers” (2009, in The Continuum of Secondary Science Teacher Preparation, Sense Publications).
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