| This dissertation reports on a study that investigated the workings of a community of practice with new elementary school teachers and the teaching of mathematics. According to the National Council for Teachers of Mathematics (NCTM, 1991), not only are teachers expected to impart knowledge, they are also expected to facilitate students' learning. With the passage of the No Child Left Behind Act, states are formulating ways to guarantee that "Highly Qualified" teachers teach all students. To meet this requirement, alternative certification programs such as The New York City Teaching Fellows Program, have been created. With new teachers entering the profession many reforms affect urban schools, such as standardized curriculums and new forms of mentoring. Do these new teachers navigate the teaching of mathematics within the structures of an urban environment? How are these teachers becoming facilitators of students' learning, and what do these teachers see as important in their teaching of mathematics?;A community of practice of three new elementary school teachers was created to investigate these questions and to also give these teachers an opportunity to participate in discussions about mathematics and mathematics teaching. Data collection in both the teachers' classrooms and of the group meetings as well as informal interviews, participant history surveys, and reflective journals informed this study. Through the lens of communities of practice and identity, the methods for data analysis focused on the teachers' reflections on and practice of mathematics teaching and how the intentionally formed community supported the teachers' development and transformation as mathematics teachers. In analyzing these data, I have specifically looked for patterns and themes that help to recognize these participants as mathematics learners and teachers through the discourse among the researcher and teachers, both in the teachers' mathematics classes and in the group meetings. I am also establishing themes and patterns that bring understanding to the role of the community of practice in the teacher's learning and professional growth.;The findings indicate that the impact of this community of practice on the learning and development of these new elementary school teachers was great. The teachers increased their confidence and competence with mathematics and their willingness and ability to access resources by developing the skills of reflection and inquiry. More importantly, the continual learning of these new teachers is supported by the involvement in a community of practice and support of a mentor. |
