An International Comparison Study of the Alignment Between Standards and Assessment of Pre-Service Elementary Mathematics Teacher Preparation Courses

摘要

This study addresses the extent to which components of pre-service elementary teachers’ mathematics programs are aligned. Specifically, it includes an analysis of national standards and assessments for elementary mathematics education courses at universities in two countries, the United States and El Salvador. Understanding that the quality of school education is closely linked to pre-service teacher education, the purpose of the study is to contribute much-needed information to assess and improve pre-service elementary mathematics curriculum in both countries. Using Webb’s framework for standards-assessment alignment, data include the Mathematical Education of Teachers II (MET II) standards from the United States and Study Plan for Teachers in Elementary Education standards from El Salvador, as well as samples of exams from Mathematics for Elementary Teachers I u26 II courses at one university in each country. The findings include quantitative and qualitative alignment results suggesting potential ways to improve pre-service teacher education programs.