Middle

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.

This article considers how school-based mathematics coaches can support teachers to make incremental shifts toward more equitable instruction. We describe a coaching model designed to include elements of incremental improvement, in which coaches and teachers analyze video against a set of rubrics that delineate equitable teaching practices.

This article considers how school-based mathematics coaches can support teachers to make incremental shifts toward more equitable instruction. We describe a coaching model designed to include elements of incremental improvement, in which coaches and teachers analyze video against a set of rubrics that delineate equitable teaching practices.

This article considers how school-based mathematics coaches can support teachers to make incremental shifts toward more equitable instruction. We describe a coaching model designed to include elements of incremental improvement, in which coaches and teachers analyze video against a set of rubrics that delineate equitable teaching practices.

Using data from a problem-posing project, this study analyzed the characteristics of middle school students’ responses to problem-posing prompts that did not match our assumptions and expectations to better understand student thinking. The study found that the characteristics of middle school students’ unexpected responses were distributed across three different problem-posing processes: 1) orientation responses related to different interpretations of the problem-posing prompt or situation accounted for the majority; 2) connection responses related to making connections among pieces of information accounted for the second most common type; and 3) generation responses related to generation of problems only accounted for a very small proportion.