This case study explored Prospective Elementary Mathematics Specialists’ (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME) program, specifically focusing on the authentic residency with mentor sessions. Participants included nine PEMSs, with qualitative and quantitative data collected via individual interviews, professional portfolios, and observations of classroom practices. Upon completion of the K-5 ME program, all participants were implementing instructional practices learned about in the program in substantial ways. Participants were honing their skills for orchestrating effective discourse, and the application of those skills became more meaningful as they saw the impact it was having on student learning. This implementation and documentation program coursework was rigorous as PEMSs worked to develop themselves as mathematics teachers and teacher leaders. The collaborative support during the authentic residency and mentor sessions seem to have been significant for PEMSs in supporting implementation of newly learned instructional practices. Ultimately, PEMSs completed the program feeling more prepared as elementary mathematics teachers and teacher leaders.

本案例研究在K-5数学认可（K-5 ME）计划中探索了准初等数学专家（PEMSs）的教学实践，特别着重于与导师会议的真实驻留。参加者包括9个PEMS，并通过个人访谈，专业档案和对课堂实践的观察收集了定性和定量数据。完成K-5 ME计划后，所有参与者都将以实质性方式实施从该计划中学到的教学实践。参加者正在磨练协调有效话语的技能，当他们看到它对学生学习的影响时，这些技能的应用就变得更加有意义。由于PEMS致力于发展自己成为数学老师和老师领导者，因此该实施和文档计划课程的工作非常严格。真正的居留权和指导者会议期间的协作支持对于PEMS在支持实施新近学习的教学实践方面似乎非常重要。最终，PEMS完成了该计划，感到自己作为小学数学老师和老师领导者已经作了更多准备。