We report on the differences in mathematics learning environments in classes taught by certified Elementary Math Specialists (EMSs) (n = 28) and their peers (n = 33) as determined by observations of instruction. We used path analysis to examine how variables such as mathematical knowledge for teaching, beliefs, and background characteristics were related to the learning environment. We used the Classroom Learning Environment Measure (CLEM) observation protocol, which attends to aspects of mathematics lessons such as opportunities for students to justify their reasoning and attend to mathematical concepts. Our analysis revealed that learning environments incorporating such elements were significantly more prevalent in classes taught by EMSs, and that there were two paths indicating mediation effects on the relationship between EMS status and learning environment. One path was related to teachers’ beliefs about the primacy of computation in learning mathematics; the other path was related to teachers’ mathematical knowledge for teaching and their beliefs about the extent to which mathematical knowledge is constructed by the learner. We share implications for EMS programs and recommendations for future research on the impact of EMSs in elementary schools.

我们报告了由认证小学数学专家 (EMS) ( n  = 28) 和他们的同龄人 ( n = 33)教授的课程中数学学习环境的差异，这些差异是 根据教学观察确定的。我们使用路径分析来研究教学数学知识、信念和背景特征等变量与学习环境的关系。我们使用了课堂学习环境测量（CLEM）观察方案，该方案关注数学课程的各个方面，例如为学生提供证明其推理合理性和关注数学概念的机会。我们的分析表明，包含这些元素的学习环境在 EMS 教授的课程中明显更为普遍，并且有两条路径表明对 EMS 状态与学习环境之间的关系有中介作用。其中一条路径与教师相信计算在数学学习中的首要地位有关。另一条路径与教师用于教学的数学知识以及他们对学习者构建数学知识的程度的信念有关。我们分享对 EMS 计划的影响以及对 EMS 对小学影响的未来研究的建议。