Mathematics

A Model for Developing Sustainable Math Instructional Leadership

The Responsive Math Teaching project has been developing and refining a model for the development of mathematics instructional leadership in a network of 13 urban under-resourced elementary schools. The project is a research-practice partnership with Learning Network 2 in the School District of Philadelphia, a city where more than 80% of students live below federal poverty levels in a state with some of the largest gaps in the country between wealthy and poor districts. The RMT project is built around five core components:

Author/Presenter

The Responsive Math Teaching Project Team

Lead Organization(s)
Year
2021
Short Description

The Responsive Math Teaching project has been developing and refining a model for the development of mathematics instructional leadership in a network of 13 urban under-resourced elementary schools. This report summarizes the core elements of this model for developing sustainable math instructional leadership for systemic change at the district level.

Perspectives on Algebra I Tutoring Experiences With Students With Learning Disabilities

The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers. The school personnel indicated there was a mutually beneficial relationship between the tutors and the school.

Author/Presenter

Casey Hord

Anna F. DeJarnette

Lead Organization(s)
Year
2020
Short Description

The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers.

Flipping Instruction in a Fifth Grade Class: A Case of an Elementary Mathematics Specialist

Flipped instruction, in which information typically conveyed through in-class lectures is delivered remotely through video or text, is being used increasingly by teachers at all levels. However, there is little research documenting how elementary teachers think about, plan for, and use flipped instruction. In this article, we use data from interviews, class observations, and an analysis of instructional videos to describe an elementary mathematics specialists' efforts to incorporate flipped instruction for mathematics in her fifth grade class.

Author/Presenter

Corey Webel

Christina Sheffel

Kimberly A.Conner

Lead Organization(s)
Year
2018
Short Description

In this article, we use data from interviews, class observations, and an analysis of instructional videos to describe an elementary mathematics specialists' efforts to incorporate flipped instruction for mathematics in her fifth grade class. We use this case to highlight how a knowledgeable teacher might use flipped instruction to enhance her teaching, and also describe potential challenges.

Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise

The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers’ self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56 elementary teachers’ selection, use, and perceptions of materials for teaching mathematics, including the role that teacher expertise may play in these patterns.

Author/Presenter

Christopher Engledowl

Corey Webel

Sheunghyun Yeo

Year
2021
Short Description

The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers’ self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56 elementary teachers’ selection, use, and perceptions of materials for teaching mathematics, including the role that teacher expertise may play in these patterns.

Simulations as a Platform for Understanding and Improving Teachers' Classroom Skills

Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.

Author/Presenter

Julie Cohen

Vivian Wong

Anandita Krishnamachari

Nathan Jones

Lead Organization(s)
Year
2021
Short Description

This blog post looks at the role of simulations in teacher learning.

Simulations as a Platform for Understanding and Improving Teachers' Classroom Skills

Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.

Author/Presenter

Julie Cohen

Vivian Wong

Anandita Krishnamachari

Nathan Jones

Lead Organization(s)
Year
2021
Short Description

This blog post looks at the role of simulations in teacher learning.

Coaching from a Distance: Exploring Video-based Online Coaching

This study explored an innovative coaching model termed video-based online video coaching. The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both logistical and human capacity constraints make in-person coaching difficult to implement, particularly in rural contexts.

Author/Presenter

Cynthia D Carson

Jeffrey Choppin

Lead Organization(s)
Year
2021
Short Description

This study explored an innovative coaching model termed video-based online video coaching.  As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching with teachers from geographically distant, rural contexts.

Examining the Use of Video Annotations in Debriefing Conversations during Video-Assisted Coaching Cycles

This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching cycles. More specifically, this project examined the extent to which a coach and teacher discussed the annotations during a debrief conversation in a coaching cycle.

Author/Presenter

Ryan Gillespie

Julie M. Amador

Jeffrey Choppin

Year
2021
Short Description

This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching cycles. More specifically, this project examined the extent to which a coach and teacher discussed the

annotations during a debrief conversation in a coaching cycle. We present a rationale for needing new knowledge about the relationships between video annotations and professional discourse as well as the potential implications of such knowledge.

Synchronous Online Video-based Professional Development for Rural Mathematics Coaches

In this project, we have designed, implemented, and started to research an innovative fully online video-based professional development model for mathematics coaches in rural contexts. Coaches in rural areas often lack access to professional development available in more populated areas, fueling the need for an online model that bridges geographic barriers (Howley & Howley, 2005; Maher & Prescott, 2017). The intent of the poster will be to share the professional development model and describe the research processes that are currently in progress.

Author/Presenter

Julie M. Amador

Jeffrey Choppin

Cynthia Callard

Cynthia Carson

Ryan Gillespie

Lead Organization(s)
Year
2021
Short Description

In this project, we have designed, implemented, and started to research an innovative fully online video-based professional development model for mathematics coaches in rural contexts. The intent of the poster will be to share the professional development model and describe the research processes that are currently in progress.

A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development

In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing interactional qualities or intellectual rigor. We describe the model and how we researched it.

Author/Presenter

Julie Amador

Cynthia Callard

Cynthia Carson

Ryan Gillespie

Jennifer Kruger

Stephanie Martin

Genie Foster 

Year
2021
Short Description

In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. This chapter contributes to understanding how online contexts provide opportunities to collect and analyze data in ways that would be difficult to accomplish in face-to-face settings.