Pub Date : 2023-04-11DOI: 10.1080/19477503.2023.2201115
Martha L. Epstein, Hamza Malik, Kun Wang, C. Orrill
ABSTRACT It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess their pedagogical content knowledge (PCK). We analyzed recent data derived from think-aloud interviews with 13 teachers involving 38 assessment items designed to tap PCK regarding proportional reasoning. Five key issues associated with undesired response processes were identified: (1) scenarios provided insufficient information, (2) content knowledge (CK) and PCK elements were confounded, (3) questions asked about the scenarios lacked specificity, (4) items contained distracting text and/or visual elements, and (5) differences between math education research and classroom teacher work cultures led to unanticipated interpretations of items. These issues were associated with teacher responses that were problematic (e.g. vague, off topic, etc.). In addition, we suggest that obtaining response process evidence is critical, and the way it is obtained may impact the average difficulty of the final pool of assessment items developed.
{"title":"Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment","authors":"Martha L. Epstein, Hamza Malik, Kun Wang, C. Orrill","doi":"10.1080/19477503.2023.2201115","DOIUrl":"https://doi.org/10.1080/19477503.2023.2201115","url":null,"abstract":"ABSTRACT It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess their pedagogical content knowledge (PCK). We analyzed recent data derived from think-aloud interviews with 13 teachers involving 38 assessment items designed to tap PCK regarding proportional reasoning. Five key issues associated with undesired response processes were identified: (1) scenarios provided insufficient information, (2) content knowledge (CK) and PCK elements were confounded, (3) questions asked about the scenarios lacked specificity, (4) items contained distracting text and/or visual elements, and (5) differences between math education research and classroom teacher work cultures led to unanticipated interpretations of items. These issues were associated with teacher responses that were problematic (e.g. vague, off topic, etc.). In addition, we suggest that obtaining response process evidence is critical, and the way it is obtained may impact the average difficulty of the final pool of assessment items developed.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"205 - 221"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47894291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/19477503.2023.2187167
N. Wessman-Enzinger, Natasha E. Gerstenschlager
ABSTRACT We know that making mistakes in mathematics is an inherent attribute of doing mathematics deeply. Yet, making mistakes is at the root of mathematical fear and anxiety for elementary preservice teachers (PSTs). Valuing mistakes in mathematics is an essential part of shifting from deficient views to asset views of mistakes and having better mathematical learning experiences. In two mathematics content courses at different universities, we implemented a project, “My Favorite Conceptual Mistake,” as a tool for supporting PSTs in reflecting on conceptual mistakes about mathematics. In this article, we describe the ways that the PSTs reflected on mistakes. The PSTs bravely made mistakes about mistakes, joyfully centered mathematical mistakes, and made connections beyond mathematical mistakes. The PSTs, for example, shared how they made mistakes about their mathematical identities or ideas of mathematical pedagogy. Unpacking the ways that PSTs reflected on mistakes expands what we know about supporting mathematical mistakes and enhances PSTs’ experiences with mathematics.
{"title":"Unpacking Elementary Preservice Teachers’ Ways of Reflecting on Conceptual Mistakes","authors":"N. Wessman-Enzinger, Natasha E. Gerstenschlager","doi":"10.1080/19477503.2023.2187167","DOIUrl":"https://doi.org/10.1080/19477503.2023.2187167","url":null,"abstract":"ABSTRACT We know that making mistakes in mathematics is an inherent attribute of doing mathematics deeply. Yet, making mistakes is at the root of mathematical fear and anxiety for elementary preservice teachers (PSTs). Valuing mistakes in mathematics is an essential part of shifting from deficient views to asset views of mistakes and having better mathematical learning experiences. In two mathematics content courses at different universities, we implemented a project, “My Favorite Conceptual Mistake,” as a tool for supporting PSTs in reflecting on conceptual mistakes about mathematics. In this article, we describe the ways that the PSTs reflected on mistakes. The PSTs bravely made mistakes about mistakes, joyfully centered mathematical mistakes, and made connections beyond mathematical mistakes. The PSTs, for example, shared how they made mistakes about their mathematical identities or ideas of mathematical pedagogy. Unpacking the ways that PSTs reflected on mistakes expands what we know about supporting mathematical mistakes and enhances PSTs’ experiences with mathematics.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"186 - 204"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49426018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-26DOI: 10.1080/19477503.2023.2169490
Nikole Heon, M. Mills
ABSTRACT Infinite series are known to be challenging for Calculus II students, perhaps because they lack intellectual need for the content. In their analysis of Calculus textbooks found few instances of potential intellectual needs for infinite series. This study combines a textbook analysis with interviews of four professors and observations of their video-taped lectures. We compared the intellectual need in the textbook with what the professors intended to present and what they presented in lecture. The professors collectively intended to present the same potential intellectual needs that are found in the textbook, and they enacted presentations of these needs in their lectures. However, the professors incorporated more application problems than were found in the sections of the book. We outline implications for instructors, textbook authors, and course coordinators. In particular, reordering the topics to better show the intellectual need for power series and including more activities to engage students in problematic situations that power series can resolve. We noted that the instructors were presenting intellectual needs for power series in their own ways and were not reliant on the textbook.
{"title":"Comparing the Textbook with Professors’ Intended and Enacted Potential Intellectual Need for Infinite Series in Calculus II","authors":"Nikole Heon, M. Mills","doi":"10.1080/19477503.2023.2169490","DOIUrl":"https://doi.org/10.1080/19477503.2023.2169490","url":null,"abstract":"ABSTRACT Infinite series are known to be challenging for Calculus II students, perhaps because they lack intellectual need for the content. In their analysis of Calculus textbooks found few instances of potential intellectual needs for infinite series. This study combines a textbook analysis with interviews of four professors and observations of their video-taped lectures. We compared the intellectual need in the textbook with what the professors intended to present and what they presented in lecture. The professors collectively intended to present the same potential intellectual needs that are found in the textbook, and they enacted presentations of these needs in their lectures. However, the professors incorporated more application problems than were found in the sections of the book. We outline implications for instructors, textbook authors, and course coordinators. In particular, reordering the topics to better show the intellectual need for power series and including more activities to engage students in problematic situations that power series can resolve. We noted that the instructors were presenting intellectual needs for power series in their own ways and were not reliant on the textbook.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"169 - 185"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49032451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/19477503.2022.2154061
C. Baker, M. Hjalmarson, F. Fennell
The need for mathematics specialists has been well documented (e.g., Association of Mathematics Teacher Educators, 2013; Dossey, 1984; Fennell, 2006; Gojak, 2013; Lott, 2003; National Council of Teachers of Mathematics, 2000; Nickerson, 2009/2010). However, research has not yet caught up to practice and the role, responsibilities, and impact of mathematics specialists for teachers and learning are still underinvestigated (Herbst et al., 2021; Hjalmarson & Baker, 2020). In recent years, there has been an increase in journal and conference submissions that focus on mathematics specialists (Baker, Saclarides, et al., 2021; Hjalmarson et al., 2020; Saclarides et al., 2020). Yet, the largest mathematics specialist submission spikes seemed to follow the implementation of key national educational events and policies (Saclarides et al., 2020). It is also important to note that although key policies and events that have advocated for mathematics specialists have spanned four decades, there are only 36 peer-reviewed research articles that address school-based mathematics specialists (Baker et al., 2021), including, at this writing, four within Investigations in Mathematics Learning (Nickerson, 2009/2010) and, more recently, Baker et al. (2022), Saclarides (2022), and Baker et al. (2022). This is of concern as state and local policies and related decisions regarding the impact, work, and responsibilities of mathematics specialists and mathematics teacher leaders are being made with little research to guide the decision-making that greatly influences the daily work, roles, and impact of the specialists on mathematics teaching and learning. Grounding practice-based decisions in research is essential as school districts’ external funding for continued support of mathematics specialists and mathematics teacher leader positions is not guaranteed. While we recognize the importance and contributions of research related to interest in, advocacy for, and the establishment of programs for mathematics specialists, this special issue of Investigations in Mathematics Learning seeks to address and illuminate a number of the gaps in the research regarding policy, leadership, professional learning, and the impact of the mathematics specialist (Campbell et al., 2017; Fennell et al., 2013; Hjalmarson & Baker, 2020; Sun et al., 2014). As editors, we recognize the role and influence of mathematics specialists and mathematics teacher leaders at the elementary and secondary level to be a critical element of schooland district-based professional learning opportunities for teachers and ultimately students’ learning experiences. We believe the manuscripts selected for this special issue validate, challenge, and advance perspectives related to the influence and impact of mathematics specialists.
对数学专家的需求已经得到了很好的证明(例如，数学教师教育协会，2013;道,1984;芬耐尔,2006;Gojak, 2013;洛特,2003;全国数学教师委员会，2000;Nickerson, 2009/2010)。然而，研究尚未赶上实践，数学专家对教师和学习的作用、责任和影响仍未得到充分调查(Herbst等人，2021;Hjalmarson & Baker, 2020)。近年来，专注于数学专家的期刊和会议投稿有所增加(Baker, Saclarides, et al.， 2021;Hjalmarson et al.， 2020;Saclarides et al.， 2020)。然而，最大的数学专家提交高峰似乎是在实施关键的国家教育活动和政策之后(Saclarides et al.， 2020)。同样重要的是要注意，尽管提倡数学专家的关键政策和事件已经跨越了四十年，但只有36篇同行评议的研究文章涉及以学校为基础的数学专家(Baker等人，2021)，包括在撰写本文时，四篇数学学习调查(Nickerson, 2009/2010)，以及最近的Baker等人(2022)，Saclarides(2022)和Baker等人(2022)。关于数学专家和数学教师领导的影响、工作和责任的国家和地方政策和相关决策的制定，很少有研究来指导这些决策，这些决策极大地影响了数学专家的日常工作、角色和对数学教学和学习的影响。在研究中建立基于实践的决策基础是必不可少的，因为学区无法保证为数学专家和数学教师领导职位提供持续支持的外部资金。虽然我们认识到与数学专家的兴趣、倡导和建立计划相关的研究的重要性和贡献，但本期《数学学习调查》特刊旨在解决和阐明研究中关于政策、领导、专业学习和数学专家影响的一些差距(Campbell等人，2017;Fennell et al.， 2013;Hjalmarson & Baker, 2020;Sun等人，2014)。作为编辑，我们认识到中小学数学专家和数学教师领导者的作用和影响，是学校和地区为基础的专业学习机会，最终是学生学习经验的关键因素。我们相信，为本期特刊选择的手稿验证、挑战和推进了与数学专家的影响和影响相关的观点。
{"title":"Advancing Research about Mathematics Specialists and Mathematics Teacher Leaders","authors":"C. Baker, M. Hjalmarson, F. Fennell","doi":"10.1080/19477503.2022.2154061","DOIUrl":"https://doi.org/10.1080/19477503.2022.2154061","url":null,"abstract":"The need for mathematics specialists has been well documented (e.g., Association of Mathematics Teacher Educators, 2013; Dossey, 1984; Fennell, 2006; Gojak, 2013; Lott, 2003; National Council of Teachers of Mathematics, 2000; Nickerson, 2009/2010). However, research has not yet caught up to practice and the role, responsibilities, and impact of mathematics specialists for teachers and learning are still underinvestigated (Herbst et al., 2021; Hjalmarson & Baker, 2020). In recent years, there has been an increase in journal and conference submissions that focus on mathematics specialists (Baker, Saclarides, et al., 2021; Hjalmarson et al., 2020; Saclarides et al., 2020). Yet, the largest mathematics specialist submission spikes seemed to follow the implementation of key national educational events and policies (Saclarides et al., 2020). It is also important to note that although key policies and events that have advocated for mathematics specialists have spanned four decades, there are only 36 peer-reviewed research articles that address school-based mathematics specialists (Baker et al., 2021), including, at this writing, four within Investigations in Mathematics Learning (Nickerson, 2009/2010) and, more recently, Baker et al. (2022), Saclarides (2022), and Baker et al. (2022). This is of concern as state and local policies and related decisions regarding the impact, work, and responsibilities of mathematics specialists and mathematics teacher leaders are being made with little research to guide the decision-making that greatly influences the daily work, roles, and impact of the specialists on mathematics teaching and learning. Grounding practice-based decisions in research is essential as school districts’ external funding for continued support of mathematics specialists and mathematics teacher leader positions is not guaranteed. While we recognize the importance and contributions of research related to interest in, advocacy for, and the establishment of programs for mathematics specialists, this special issue of Investigations in Mathematics Learning seeks to address and illuminate a number of the gaps in the research regarding policy, leadership, professional learning, and the impact of the mathematics specialist (Campbell et al., 2017; Fennell et al., 2013; Hjalmarson & Baker, 2020; Sun et al., 2014). As editors, we recognize the role and influence of mathematics specialists and mathematics teacher leaders at the elementary and secondary level to be a critical element of schooland district-based professional learning opportunities for teachers and ultimately students’ learning experiences. We believe the manuscripts selected for this special issue validate, challenge, and advance perspectives related to the influence and impact of mathematics specialists.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"1 - 10"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47092713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.1080/19477503.2022.2150462
Christa Jackson, K. Buchheister, C. Taylor
ABSTRACT Lesson planning is a crucial component of effective mathematics instruction. However, existing lesson planning frameworks and design models do not explicitly foreground equity and inclusion within instructional planning which are necessary in teaching every student. The What-How-Who structure frames the planning process by foregrounding who the learners are so teachers can situate differentiated mathematical learning experiences in ways that foster each student’s construction of knowledge. In this article, we conceptualize the What-How-Who planning structure, which mathematics educators at any age or grade level can use as a lens to incorporate equity-based practices as they design lessons and activities.
{"title":"A Planning Framework Foregrounding Equity in Mathematics Teaching and Learning","authors":"Christa Jackson, K. Buchheister, C. Taylor","doi":"10.1080/19477503.2022.2150462","DOIUrl":"https://doi.org/10.1080/19477503.2022.2150462","url":null,"abstract":"ABSTRACT Lesson planning is a crucial component of effective mathematics instruction. However, existing lesson planning frameworks and design models do not explicitly foreground equity and inclusion within instructional planning which are necessary in teaching every student. The What-How-Who structure frames the planning process by foregrounding who the learners are so teachers can situate differentiated mathematical learning experiences in ways that foster each student’s construction of knowledge. In this article, we conceptualize the What-How-Who planning structure, which mathematics educators at any age or grade level can use as a lens to incorporate equity-based practices as they design lessons and activities.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"103 - 117"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47393044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-22DOI: 10.1080/19477503.2022.2146361
B. Moeller, Karen Rothschild, Teresa Duncan, J. Schoeneberger
ABSTRACT This article reports findings that describe the role that school- and district-based facilitators play in scaling up a published mathematics professional learning program. The study included 12 local facilitators (three teacher leaders and nine staff developers with specialization in mathematics, special education, or English learner education) who were trained in the use of the program and implemented it over the course of two years. Drawing on data collected through facilitator surveys and observations, we report descriptive findings regarding their implementation of the program, their plans for sustaining and scaling up the program, and the contributions of the program to their own professional learning. Our findings show that, with appropriate support, local facilitators were able to implement the program with high fidelity. Program use contributed to local facilitators’ professional learning. We also found differences between subgroups of local facilitators, with staff developers being more likely than teachers leaders to exhibit behaviors associated with high-quality facilitation. We examine how these findings align with current conceptualizations of scale and discuss their implications for preparing and supporting local facilitators in the implementation of well-specified professional learning programs.
{"title":"The Role of Local Facilitators in Scaling up a Well-Specified Teacher Professional Learning Program","authors":"B. Moeller, Karen Rothschild, Teresa Duncan, J. Schoeneberger","doi":"10.1080/19477503.2022.2146361","DOIUrl":"https://doi.org/10.1080/19477503.2022.2146361","url":null,"abstract":"ABSTRACT This article reports findings that describe the role that school- and district-based facilitators play in scaling up a published mathematics professional learning program. The study included 12 local facilitators (three teacher leaders and nine staff developers with specialization in mathematics, special education, or English learner education) who were trained in the use of the program and implemented it over the course of two years. Drawing on data collected through facilitator surveys and observations, we report descriptive findings regarding their implementation of the program, their plans for sustaining and scaling up the program, and the contributions of the program to their own professional learning. Our findings show that, with appropriate support, local facilitators were able to implement the program with high fidelity. Program use contributed to local facilitators’ professional learning. We also found differences between subgroups of local facilitators, with staff developers being more likely than teachers leaders to exhibit behaviors associated with high-quality facilitation. We examine how these findings align with current conceptualizations of scale and discuss their implications for preparing and supporting local facilitators in the implementation of well-specified professional learning programs.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"149 - 167"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47315446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-11DOI: 10.1080/19477503.2022.2140553
Michael Jarry-Shore, Victoria Delaney, H. Borko
ABSTRACT A common approach to scaling up a professional development program is for the researchers who designed the program to prepare teacher leaders to facilitate it at their schools. When researchers eventually leave, however, teacher leaders may receive less support. To ensure that teacher leaders continue receiving support, researchers can prepare district mathematics specialists to assume responsibility for preparing the teacher leaders. Little is known, however, about district mathematics specialists’ role in sustaining, and potentially adapting, professional development programs. We examined district mathematics specialists’ facilitation of an adaptive teacher leadership preparation program. Program sessions were originally facilitated by researchers then by the specialists. We analyzed the adaptations specialists made to the sessions over four years and the rationales underlying these adaptations. Specialists maintained the program’s overall structure, continuing to model the facilitation of core program activities that teacher leaders would then facilitate in their site-based professional development workshops. However, they modified the thematic focus of these activities to address district goals, interests, and priorities. Adaptations were informed by specialists’ intimate knowledge of what was occurring in district schools. This approach maintained activities supportive of teacher learning, but also demonstrated that the specialists took increasing ownership over the program by adapting it.
{"title":"Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program","authors":"Michael Jarry-Shore, Victoria Delaney, H. Borko","doi":"10.1080/19477503.2022.2140553","DOIUrl":"https://doi.org/10.1080/19477503.2022.2140553","url":null,"abstract":"ABSTRACT A common approach to scaling up a professional development program is for the researchers who designed the program to prepare teacher leaders to facilitate it at their schools. When researchers eventually leave, however, teacher leaders may receive less support. To ensure that teacher leaders continue receiving support, researchers can prepare district mathematics specialists to assume responsibility for preparing the teacher leaders. Little is known, however, about district mathematics specialists’ role in sustaining, and potentially adapting, professional development programs. We examined district mathematics specialists’ facilitation of an adaptive teacher leadership preparation program. Program sessions were originally facilitated by researchers then by the specialists. We analyzed the adaptations specialists made to the sessions over four years and the rationales underlying these adaptations. Specialists maintained the program’s overall structure, continuing to model the facilitation of core program activities that teacher leaders would then facilitate in their site-based professional development workshops. However, they modified the thematic focus of these activities to address district goals, interests, and priorities. Adaptations were informed by specialists’ intimate knowledge of what was occurring in district schools. This approach maintained activities supportive of teacher learning, but also demonstrated that the specialists took increasing ownership over the program by adapting it.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"67 - 84"},"PeriodicalIF":0.0,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44029147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-03DOI: 10.1080/19477503.2022.2139095
Rebekah Elliott, Kristin Lesseig
ABSTRACT A critical aspect of Mathematics Teacher Leaders’ (MTLs) multi-faceted work is facilitating collective disciplinary discussions relevant and accessible for teachers. While research has identified goals for teacher learning, how MTLs learn to support these goals in content-specific ways is still under investigation. In this study, we lift the classroom design and analytic framework of Productive Disciplinary Engagement to examine the work of 73 MTLs and two expert facilitators in a professional development setting. Our use of the framework as an analytic lens to examine leader professional development revealed critical MTL and facilitator practices that supported productive mathematical engagement and practices that hindered engagement. We contend that productive disciplinary engagement provides a fruitful lens as an analytic framework for research. We also argue that it may serve as a valuable design framework for MTL and teacher professional development in future research and development efforts.
{"title":"Productive Disciplinary Engagement as a Framework to Support Mathematics Teacher Leaders","authors":"Rebekah Elliott, Kristin Lesseig","doi":"10.1080/19477503.2022.2139095","DOIUrl":"https://doi.org/10.1080/19477503.2022.2139095","url":null,"abstract":"ABSTRACT A critical aspect of Mathematics Teacher Leaders’ (MTLs) multi-faceted work is facilitating collective disciplinary discussions relevant and accessible for teachers. While research has identified goals for teacher learning, how MTLs learn to support these goals in content-specific ways is still under investigation. In this study, we lift the classroom design and analytic framework of Productive Disciplinary Engagement to examine the work of 73 MTLs and two expert facilitators in a professional development setting. Our use of the framework as an analytic lens to examine leader professional development revealed critical MTL and facilitator practices that supported productive mathematical engagement and practices that hindered engagement. We contend that productive disciplinary engagement provides a fruitful lens as an analytic framework for research. We also argue that it may serve as a valuable design framework for MTL and teacher professional development in future research and development efforts.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"29 - 49"},"PeriodicalIF":0.0,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46248655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.1080/19477503.2022.2140989
N. Rigelman, Chandra Lewis
ABSTRACT Transforming mathematics learning and teaching toward more equitable and effective approaches is critical to student mathematics learning and identity development. This task at-scale in a district takes time, commitment, and mathematics expertise that may not be widespread in the absence of focused professional development. District and regional mathematics leaders with university mathematics and mathematics education faculty partnered to address this challenge by designing a professional development program that prepared K-12 teachers of mathematics as leaders at the classroom, school, and district level. Described are specific aspects of a professional learning model focused on developing mathematics content, pedagogical, and leadership knowledge and skills. Also provided are findings related to the impact of the project’s professional development on shifts in instructional practice and student achievement.
{"title":"Leveraging Mathematics Teacher Leaders in Support of Student and Teacher Learning","authors":"N. Rigelman, Chandra Lewis","doi":"10.1080/19477503.2022.2140989","DOIUrl":"https://doi.org/10.1080/19477503.2022.2140989","url":null,"abstract":"ABSTRACT Transforming mathematics learning and teaching toward more equitable and effective approaches is critical to student mathematics learning and identity development. This task at-scale in a district takes time, commitment, and mathematics expertise that may not be widespread in the absence of focused professional development. District and regional mathematics leaders with university mathematics and mathematics education faculty partnered to address this challenge by designing a professional development program that prepared K-12 teachers of mathematics as leaders at the classroom, school, and district level. Described are specific aspects of a professional learning model focused on developing mathematics content, pedagogical, and leadership knowledge and skills. Also provided are findings related to the impact of the project’s professional development on shifts in instructional practice and student achievement.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"85 - 102"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44068560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-28DOI: 10.1080/19477503.2022.2139112
Lindsay Keazer, Jennifer Phaiah
ABSTRACT This paper shares findings from the study of a learning sequence designed to support prospective elementary teachers (PTs) in identifying evidence of conceptual understanding and procedural fluency. Conceptual understanding and procedural fluency are widely recognized as important to teaching and learning mathematics, and identifying evidence of each is emphasized on teacher candidates’ high-stakes performance assessments. As PTs practiced selecting evidence from student work samples, our analysis revealed successes as well as associated challenges. Our findings suggest areas for supporting PTs’ learning, as well as challenges stemming from the inherent overlap of these two knowledge types. This study raises important questions about the value of emphasizing PTs’ ability to cite evidence of conceptual understanding and procedural fluency, given their integrated nature.
{"title":"Analyzing Prospective Elementary Teachers’ Evidence of Conceptual Understanding and Procedural Fluency","authors":"Lindsay Keazer, Jennifer Phaiah","doi":"10.1080/19477503.2022.2139112","DOIUrl":"https://doi.org/10.1080/19477503.2022.2139112","url":null,"abstract":"ABSTRACT This paper shares findings from the study of a learning sequence designed to support prospective elementary teachers (PTs) in identifying evidence of conceptual understanding and procedural fluency. Conceptual understanding and procedural fluency are widely recognized as important to teaching and learning mathematics, and identifying evidence of each is emphasized on teacher candidates’ high-stakes performance assessments. As PTs practiced selecting evidence from student work samples, our analysis revealed successes as well as associated challenges. Our findings suggest areas for supporting PTs’ learning, as well as challenges stemming from the inherent overlap of these two knowledge types. This study raises important questions about the value of emphasizing PTs’ ability to cite evidence of conceptual understanding and procedural fluency, given their integrated nature.","PeriodicalId":36817,"journal":{"name":"Investigations in Mathematics Learning","volume":"15 1","pages":"135 - 148"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45640863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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