Search for: All records

Considering the prevalence of mathematics teacher shortages in the United States, together with declining enrollments in teacher preparation programs, it is crucial for districts and teacher preparation programs alike to investigate new recruitment initiatives. In this pilot study, a university aimed to increase high school students’ interest in mathematics and mathematics teaching through a 1-week summer mathematics camp led by university undergraduates who were participating in an experiential learning program in mathematics teaching. The undergraduates engaged the high school students in activities chosen to allow exploration and discovery related to advanced mathematics topics. High school students expressed highly positive perceptions of the mathematics camp outcomes. Furthermore, participants experienced increased interest in mathematics at the end of the week and approximately one-third of participants attributed the camp to improving their likelihood of entering a teacher preparation program. Participants highlighted the positive classroom environment and focus on social emotional learning as strong contributors to the success of the camp. Implications for future research and practice are discussed. 

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.