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Physics has the reputation of being purely about nature, not about people or culture. Physics concepts such as time, space, and mass are often considered to be independent of sociopolitical concepts such as democracy and capitalism. However, physics concepts are not “out there” in the universe, free of cultural values: rather, they are created and sustained by people in specific times and places, for the purpose of addressing particular social needs and empowering particular people.

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.

Teacher learning from professional development (PD) remains undertheorized. Most PD studies focus on its content or structure to gauge learning, leaving substantive gaps in our understanding of teacher learning processes and the role of contexts. Therefore, we investigate teachers’ learning as they take practices from PD and adapt them to their own settings.

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.

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.