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Professional development (PD) for mathematics teachers often emphasizes transformative instructional change. However, a more modest, incremental approach may offer a higher likelihood of success in ways that complement transformational efforts. This Editorial discusses the potential advantages of incremental PD where teachers make small but meaningful improvements to their practice over time. We explore the differences between transformational PD and incremental PD as evidenced by the articles in this Special Issue.

Student participation in science discourse requires multiple levels of support through tools such as curricular materials, as well as teacher talk. The actions of the teacher can provide opportunities for students to engage in disciplinary science talk. The norms associated with this talk can be used to define what students sound like when engaged in authentic science talk. However, often talk moves are employed in service of in-the-moment tasks rather than development of disciplinary talk norms.

Sustained professional development is critical to support mathematics teachers’ development of ambitious instructional practices. This study aimed to better understand the factors and conditions that impact mathematics teachers’ persistent participation in an optional and online professional development that includes a sequence of three online workshops focused on doing mathematics and examining student mathematics work.

Learning about natural hazards and risks through science practices entails considerations of uncertainty. We examined ways in which students expressed their epistemic (un)certainty about claims they made based on their inscription-based science practices.

Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach professional development can provide one source of support for coaches’ learning, coaches might also benefit from close work with other accomplished facilitators of teachers’ learning, such as district mathematics leaders. This study analyzed interviews with 15 district mathematics leaders to understand whether and how they supported school-based mathematics coaches.

Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach professional development can provide one source of support for coaches’ learning, coaches might also benefit from close work with other accomplished facilitators of teachers’ learning, such as district mathematics leaders. This study analyzed interviews with 15 district mathematics leaders to understand whether and how they supported school-based mathematics coaches.

Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach professional development can provide one source of support for coaches’ learning, coaches might also benefit from close work with other accomplished facilitators of teachers’ learning, such as district mathematics leaders. This study analyzed interviews with 15 district mathematics leaders to understand whether and how they supported school-based mathematics coaches.

Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach professional development can provide one source of support for coaches’ learning, coaches might also benefit from close work with other accomplished facilitators of teachers’ learning, such as district mathematics leaders. This study analyzed interviews with 15 district mathematics leaders to understand whether and how they supported school-based mathematics coaches.

Historically, inequities in mathematics education have resulted in mathematics classrooms that do not support all students, and particularly students from marginalized backgrounds. Efforts to transform mathematics classrooms to be culturally responsive, sustaining, and justice-oriented have met limited success at scale. It may be that supporting teachers to develop more equitable teaching practices would benefit from a more incremental improvement approach.

Historically, inequities in mathematics education have resulted in mathematics classrooms that do not support all students, and particularly students from marginalized backgrounds. Efforts to transform mathematics classrooms to be culturally responsive, sustaining, and justice-oriented have met limited success at scale. It may be that supporting teachers to develop more equitable teaching practices would benefit from a more incremental improvement approach.