Research

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a persistent challenge. In this paper, we present a design framework developed by a nine-year partnership focused on building a statewide professional learning infrastructure for mathematics education.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

This paper explores the tensions—or discontinuities—that arise when designing for educational improvement at scale through research-practice partnerships (RPPs). Focusing on a statewide mathematics education initiative, the authors examine the complexities of coordinating work across diverse communities of practice and analyze how identity, power, and meaning-making impact collaborative problem definition.

Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential to be used for additional purposes. In this paper, we illustrate how we used teachers’ noticing as one tool for gaining insight into our conceptualization of a complex teaching practice—the practice of building on student mathematical thinking.

Prior research has examined teachers’ noticing in order to understand what factors affect teacher noticing and how mathematics teacher educators can support that noticing. We contend, however, that analyzing teachers’ noticing has the potential to be used for additional purposes. In this paper, we illustrate how we used teachers’ noticing as one tool for gaining insight into our conceptualization of a complex teaching practice—the practice of building on student mathematical thinking.