Successful implementation of a rigorous curriculum requires that elementary teachers acquire additional mathematics knowledge, skills, and practices, as well as increase their capacity to more effectively use what they know and can do (Cohen & Ball, 2001). In particular, implementation of rigorous state standards requires mathematical knowledge that goes well beyond the expectations of past standards and curricula (Wu, 2011). Moreover, a growing body of evidence demonstrates that effective mathematics teaching is supported by a special combination of mathematical and pedagogical knowledge (Hill & Ball, 2004; Hill, Rowan, & Ball, 2005; Hill, Ball, & Schilling, 2008; Hill et al., 2008). It is clear that there is a pressing need for specialized programs to develop expertise in mathematics teaching at the elementary level.

The Association of Mathematics Teacher Educators (AMTE) provides specific recommendations about the knowledge and skills expected of elementary mathematics specialists (2010). In addition, the Conference Board of Mathematical Sciences (CBMS) (2012) developed recommendations for the preparation of all elementary teachers (and elementary mathematics specialists) that take into account the Common Core State Standards for Mathematics. Given the guidance provided by these professional organizations, several states, including Missouri, have established programs to certify elementary mathematics specialists. It is, therefore, an opportune time to research the impact of EMS certification on teacher knowledge and practice and link these to students' mathematics learning.

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Publications of the National Council of Teachers of Mathematics (NCTM) (2000), the AMTE (2010), the National Mathematics Advisory Panel (2008), and the National Research Council (1989) emphasize that most elementary teachers are generalists and, as such, are expected to teach all core subjects. Consequently, many never develop the in-depth knowledge and expertise required to effectively teach elementary mathematics. The 2012 National Survey of Science and Mathematics Education (Malzahn, 2013) indicates that, although about three-fourths of elementary teachers feel very well prepared to teach number and operations, fewer than half feel likewise about teaching early algebra concepts that are foundational to the subsequent study of formal algebra. Wu (2009) points out a problem of scale in addressing this situation and suggests a different approach:

Given that there are over two million elementary teachers, the problem of raising the mathematical proficiency of all elementary teachers is so enormous as to be beyond comprehension. A viable alternative is to produce a much smaller corps of mathematics teachers with strong content knowledge who would be solely in charge of teaching mathematics at least beginning in grade 4. (p. 14)

Not only does this solution address the problem of scale, it is also cost neutral. As noted by Deborah Ball, "Departmentalizing is a cost-neutral way of upgrading instruction because no additional teachers need to be hired and professional development can instead be focused on fewer teachers" (Hood, 2009, p. 3). Former NCTM president Linda Gojak argued for consideration of a departmentalized model, observing that differentiating mathematics instruction in heterogeneous classes requires both an incredible amount of pedagogical content knowledge as well as time for planning and reflecting on instruction (2013). Some schools have reorganized to incorporate departmentalized models, with principals stating that content specialization allows teachers more time to focus and refine their instruction in particular areas (Gerretson, Bosnick, & Schofield, 2008). However, in these schools decisions about what subjects are taught by which teachers are typically based on teacher interest or "turn taking" rather than demonstration of expertise in a subject area.

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As noted in a recent NCTM research brief, "Research on the effects of mathematics specialists (those who work directly with students) is virtually nonexistent" (McGatha, 2009, p. 1). Recent research on mathematics specialists has focused on their use as teacher coaches or mentors, not as classroom teachers (e.g., Campbell & Malkus, 2011; Erchick & Brosnan, 2009). While this research showed positive impacts on student achievement, the coaching model requires the hiring of additional personnel and may therefore be cost prohibitive for many districts. The few studies conducted on departmentalization in the elementary schools failed to show effects on student achievement, but these studies did not employ teachers with specialized training or knowledge (Slavin, 1987; McGrath & Rust, 2002). An NSF-funded exploratory project at Western Washington University (hereafter, WWU project) is characterizing the background, knowledge, and instructional practices of elementary teachers assigned to departmental teaching roles, but not necessarily with specialized mathematical knowledge, training, or certification.

The National Mathematics Advisory Panel Report (2008) called for research on an approach that combines a departmentalized structure with trained mathematics specialists:

The Panel recommends that research be conducted on the use of full-time mathematics teachers in elementary schools [italics added]. These would be teachers with strong knowledge of mathematics who would teach mathematics full-time to several classrooms of students, rather than teaching many subjects to one class, as is typical of most elementary classrooms. This recommendation for research is based on the Panel's findings about the importance of teachers' mathematical knowledge. The use of teachers who have specialized in elementary mathematics teaching could be a practical alternative to increasing all elementary teachers' content knowledge (a problem of huge scale) by focusing the need for expertise on fewer teachers. (p. 44)

We concur with the National Advisory Panel's assertion that research is needed to investigate a model of mathematics instruction in the elementary grades that is based on assigning well-prepared elementary teachers (i.e., those with EMS certification) to specialized teaching roles in their school building. The primary anticipated outcome of the proposed research is evidence that can guide school and district decision-making to support student learning of mathematics. That is, this project will describe and provide evidence about a model of deploying expertise in mathematics teaching that school administrators will be able to reproduce without significant increases in staffing. Findings from the research may encourage districts to support teachers in seeking certification as mathematics specialists, and may also stimulate prospective and practicing elementary teachers to pursue additional expertise in mathematics content and pedagogy by completing a high quality certification program that enables them to focus on teaching mathematics.

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