TRUmath and Lesson Study: Supporting Fundamental and Sustainable Improvement in High School Mathematics Teaching (Collaborative Research: Schoenfeld)

Given the changes in instructional practices needed to support high quality mathematics teaching and learning based on college and career readiness standards, school districts need to provide professional learning opportunities for teachers that support those changes. The project is based on the TRUmath framework and will build a coherent and scalable plan for providing these opportunities in high school mathematics departments, a traditionally difficult unit of organizational change.

Award Number: 
1503454
Funding Period: 
Wednesday, July 1, 2015 to Sunday, June 30, 2019
Full Description: 

Given the changes in instructional practices needed to support high quality mathematics teaching and learning based on college and career readiness standards, school districts need to provide professional learning opportunities for teachers that support those changes. The project will build a coherent and scalable plan for providing these opportunities in high school mathematics departments, a traditionally difficult unit of organizational change. Based on the TRUmath framework, characterizing the five essential dimensions of powerful mathematics classrooms, the project brings together a focus on curricular materials that support teaching, Lesson Study protocols and materials, and a professional learning community-based professional development model. The project will design and revise professional development and coaching guides and lesson study mathematical resources built around the curricular materials. The project will study changes in instructional practice and impact on student learning. By documenting the supports used in the Oakland Unified School District where the research and development will be conducted, the resources can be used by other districts and in similar work by other research-practice partnerships.

This project hypothesizes that the quality of classroom instruction can be defined by five dimensions - quality of the mathematics; cognitive demand of the tasks; access to mathematics content in the classroom; student agency, authority, and identity; and uses of assessment. The project will use an iterative design process to develop and refine a suite of tool, including a conversation guide to support productive dialogue between teachers and coaches, support materials for building site-based professional learning materials, and formative assessment lessons using Lesson Study as a mechanism to enact reforms of these dimensions. The study will use a pre-post design and natural variation to student the relationships between these dimensions, changes in teachers' instructional practice, and student learning using hierarchical linear modeling with random intercept models with covariates. Qualitative of the changes in teachers' instructional practices will be based on coding of observations based on the TRUmath framework. The study will also use qualitative analysis techniques to identify themes from surveys and interviews on factors that promote or hinder the effectiveness of the intervention.

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