May 28th, 2020 | Season 4 | 23 mins 46 secs
Understanding mathematics teacher
noticing has been the focus of a growing body of research, in which student work
and classroom videos are often used as artifacts for surfacing teachers’ cognitive processes. However, what teachers notice through reflecting on artifacts of teaching may not be parallel to what they notice in the complex and demanding environment of the classroom. This article used a new technique, side-by-side coaching, to uncover teacher noticing in the moment of instruction. There were 21 instances of noticing aloud during side by side coaching which were analyzed and classified, yielding 6 types of teacher noticing aloud, including instances in which teachers expressed confidence, struggle, and wonder. Implications for coaching and future research on teacher noticing are discussed.
May 18th, 2020 | Season 4 | 32 mins 11 secs
professional development; research on professional development; formative assessment
Formative assessment helps teachers make effective instructional decisions to support students to learn mathematics. Yet, many teachers struggle to effectively use formative assessment to support student learning. Therefore, teacher educators must find
ways to support teachers to use formative assessment to inform instruction. This case study documents shifts in teachers’ views and reported use of formative assessment that took place as they engaged in professional development (PD). The PD design considered the formative assessment cycle (Otero, 2006; Popham, 2008) and embedded it within a pedagogical framework (Lamberg, 2013,
in press) that took into account the process of mathematics planning and teaching while supporting teachers to learn math content. Teachers restructured their definition of student understanding, which influenced how they interpreted student work and made instructional decisions. Teachers’ pre-PD instructional decisions focused on looking for right and wrong answers to determine mastery and focused on pacing decisions. Their post-PD decisions focused on student thinking and adapting teaching to support student thinking and learning. Implications for PD to support teachers to use formative assessment and research are discussed.
Episode 13: Visions of the Possible: Using Drawings to Elicit and Support Visions of Teaching Mathematics
April 21st, 2020 | Season 4 | 26 mins 34 secs
Mathematics Teacher Educators (MTEs) help preservice teachers in transitioning from students to teachers of mathematics. They support PSTs in shifting what they notice and envision to align with the collective vision encoded in the AMTE and NCTM standards. This study analyzes drawings and descriptions completed
at the beginning and end of a one-year teacher education program—snapshots depicting optimized visions of teaching and learning mathematics. This study analyzed drawings-and-descriptions by cohort
and by participants. The findings suggest that the task can be used as formative assessment to inform supports for specific PSTs such as choosing a cooperating teacher or coursework that challenges problematic beliefs. It can also be used as summative assessment to inform revision of coursework for the next cohort.
Episode 12: Complex and Contradictory Conversations: Prospective Teachers Interrogating Dominant Narratives Within Mathematics Education Discourse
April 4th, 2020 | Season 3 | 26 mins 26 secs
Episode 11: Using Coordinated Measurement with Future Teachers to Connect Multiplication, Division, and Proportional Relationships
March 26th, 2020 | Season 3 | 29 mins 43 secs
We report results from a mathematics content course intended to help future teachers form a coherent perspective on topics related to multiplication, including whole-number multiplication and
division, fraction arithmetic, proportional relationships, and linear functions. We used one meaning of multiplication, based in measurement and expressed as an equation, to support future teachers’ understanding of these topics. We also used 2 types of length- based math drawings—double number lines and strip diagrams—as media with which to represent relationships among quantities and solve problems. To illustrate the promise of this approach, we share data in which future secondary mathematics teachers generated and explained without direct instruction sound methods for dividing by fractions
and solving proportional relationships. The results are noteworthy, because these and other topics related to multiplication pose perennial challenges for many teachers.
Episode 10: Engaging Preservice Secondary Mathematics Teachers in Authentic Mathematical Modeling: Deriving Ampere’s Law
March 21st, 2020 | Season 3 | 19 mins 56 secs
Incorporating modeling activities into classroom instruction requires flexibility
with pedagogical content knowledge and
the ability to understand and interpret students’ thinking, skills that teachers often develop through experience. One way to support preservice mathematics teachers’ (PSMTs) proficiency with mathematical modeling is by incorporating modeling
tasks into mathematics pedagogy courses, allowing PSMTs to engage with mathematical modeling as students and as future teachers. Eight PSMTs participated in a model-eliciting activity (MEA) in which they were asked to develop a model that describes the strength of the magnetic field generated by a solenoid. By engaging in mathematical modeling as students, these PSMTs became aware of their own proficiency with and understanding
of mathematical modeling. By engaging in mathematical modeling as future teachers, these PSMTs were able to articulate the importance of incorporating MEAs into their own instruction.
February 26th, 2020 | Season 3 | 21 mins
Episode 8: Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task
September 11th, 2019 | Season 2 | 26 mins 4 secs
mathematical modeling; mathematics; social justice; teacher education
Two major challenges in mathematics teacher education are developing teacher understanding of (a) culturally responsive, social justice–oriented mathematics pedagogies and (b) mathematical modeling as a content and practice standard of mathematics. Although these challenges may seem disparate, the innovation described in this article is designed to address both challenges in synergistic ways. The innovation focuses on a mathematical modeling task related to the ongoing water crisis in Flint, Michigan. Through qualitative analysis of instructor field notes, teacher- generated mathematical models, and teacher survey responses, we found that teachers who participated in the Flint Water Task (FWT) engaged in mathematical modeling and critical discussions about social and environmental justice. The evidence suggests that integrating these 2 foci—by using mathematical modeling to investigate and analyze important social justice issues—can be a high-leverage practice for mathematics teacher educators committed to equity-based mathematics education. Implications for integrating social justice and mathematical modeling in preservice and in-service mathematics teacher education are discussed.
August 12th, 2019 | Season 2 | 25 mins 29 secs
field experiences; mentoring; prospective teachers; student teaching; teacher noticing
Teachers and mathematics teacher education scholars have identified field experiences and quality mentoring as influential components of math teacher preparation and development. Yet, quality mentoring
is a complex and demanding practice. Providing educative feedback to novices, particularly that which encourages reflection versus evaluation, can be challenging work for mentors. To study the potential of an intervention for providing professional development for mentors, I worked with pairs of mentors and prospective teachers (PSTs) offering Smith’s (2009) noticing and wondering language as a way of structuring mentoring conversations that maintain both descriptive and interpretive analytic stances. Analysis of before and after conversations provided evidence of how mentor-PST pairs adopted noticing and wondering language, and in particular illuminated the ways in which the language structure might support interpretive mentoring conversations for studying teaching. The results suggest that mathematics teacher educators may want to consider what makes wondering challenging work and how to best support wondering in educative mentoring conversations.
August 1st, 2019 | Season 2 | 32 mins 49 secs
coaching framework, coaching practices, mathematics coaching, teaching practices
More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the
work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons
& Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.
Episode 5: The Student Discourse Observation Tool: Supporting Teachers in Noticing Justifying and Generalizing
June 12th, 2019 | Season 2 | 24 mins 46 secs
In classrooms, students engage in argumentation through justifying and generalizing. However, these activities can be difficult for teachers to conceptualize and therefore promote in their classrooms. In this article, we present the Student Discourse Observation Tool (SDOT) developed to support teachers in noticing and promoting student justifying and generalizing. The SDOT serves the purpose of (a) focusing teacher noticing on student argumentation during classroom observations, and
(b) promoting focused discussion of
student discourse in teacher professional learning communities. We provide survey data illustrating that elementary-level teachers who participated in professional development leveraging the SDOT had richer conceptions of justifying and generalizing and greater ability to characterize students’ justifying and generalizing when compared with a set of control teachers. We argue
that the SDOT provides both an important focusing lens for teachers and a means
to concretize the abstract mathematical activities of justifying and generalizing.
March 7th, 2019 | Season 1 | 21 mins 1 sec
Using visuals is a well-known strategy to teach emergent bilinguals (EBs). This study examined how preservice teachers (PSTs) implemented visuals to help EBs understand mathematical problems and how an innovative intervention cultivated PSTs’ capability of using visuals for EBs. Four middle school mathematics PSTs were engaged in a field experience with EBs to work on mathematical problems; during the field experience, the PSTs received interventions. In one intervention session, the PSTs were asked to make sense of a word problem written in an unknown language with different visuals. After this intervention, they changed their use of visuals when modifying tasks for EBs. The results suggest that immersive experiences where PSTs can experience learning from the perspective of EBs helps PSTs implement mathematically meaningful visuals in a way that makes mathematical problems accessible to EBs.
Episode 3: Assessing Prospective Teachers’ Analysis of Teaching: How Well Can They Link Teaching and Learning?
February 2nd, 2019 | Season 1 | 22 mins 42 secs
One goal in teacher education is to prepare prospective teachers (PTs) for a career of systematic reflection and learning from their own teaching. One important skill involved in systematic reflection, which has received little research attention, is linking teaching actions with their outcomes on student learning; such links have been termed hypotheses. We developed an assessment task to investigate PTs’ ability to create such hypotheses, prior to instruction. PTs (N = 16) each read a mathematics lesson transcript and then responded to four question prompts. The four prompts were designed to vary along research-based criteria to examine whether different contexts influenced PTs’ enactment of their hypothesizing skills. Results suggest that the assessment did capture PTs’ hypothesizing ability and that there is room for teacher educators to help PTs develop better hypothesis skills. Additional analysis of the assessment task showed that the type of question prompt used had only minimal effect on PTs’ responses.
February 1st, 2019 | Season 1 | 27 mins 13 secs
This article shares the authors’ use of written teaching replays as part of a professional development experience for beginning secondary mathematics teachers. This form of narrative writing is inspired by Horn’s (2010) descriptions of teachers sharing their practice in professional learning communities. In this study, written teaching replays are used to gain insights about what beginning teachers noticed about their teaching practice and whether these noticings highlighted dilemmas or successes in their teaching practice. The analysis of teaching replays indicated that, despite being in their first years of teaching, these beginning teachers’ narrative writings focused least on management issues. Instead, the writings had a strong focus on mathematics or teaching mathematics as well as on social issues within their classrooms. These findings counter the research literature that suggests beginning teachers are overwhelmingly concerned with classroom management. The authors conclude with their reflections on the potential of this form of narrative writing for beginning teachers and how it could be used by other mathematics educators.
January 29th, 2019 | Season 1 | 29 mins 12 secs
The literature has shown that preservice elementary school teachers (PSTs) struggle to adequately attend to a number’s multiplicative structure to determine divisibility. This study describes an intervention aimed at strengthening preservice and in-service teachers’ procedural knowledge with respect to using a number’s prime factorization to identify its factors, and presents evidence of the impact of the intervention. Results point toward improved abilities to use a number’s prime factorization to sort factors and nonfactors across four factor subtypes, to create factor lists, and to construct numbers with particular divisibility properties. Implications for mathematics teacher education include providing specific materials and strategies for strengthening preservice and in-service teachers’ procedural knowledge.