Teacher Attitudes/Beliefs

Gutiérrez’s equity framework, derived from mathematics education research, defines equity in terms of four dimensions: access, achievement, identity, and power. Access and achievement yield outcomes that reify the status quo while identity and power transform schooling to redistribute power. We use Gutiérrez’s equity framework to study discourse about equity from 36 high school physics teachers who participated in an equity-focused professional development workshop.

Noticing is often studied at one time point or with a focus on how one notices a particular practice. Fewer studies have focused on how noticing shifts from before to after professional development (PD), and researchers have yet to commonly study what participants provide as rationale for changes in noticing. We engaged 18 practicing teachers in one year of PD, including a course, video coaching clubs, and coaching. We asked them to annotate video clips before and after the PD to identify what and how they noticed. We interviewed teachers about their noticing and how it related to the PD.

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

Research on mathematics teacher professional learning indicates that careful analysis of evidence of students’ reasoning and participation can prompt generative inquiry into instruction. Evidence of students’ own perceptions of instruction is noticeably absent in the literature. This absence is consequential, given the well-documented finding that mathematics teachers’ instructional decisions are shaped by assumptions they make about their students. Guided by an interpretive perspective on teaching and the literature on mathematics teachers’ professional learning, this study explores U.S.

We explore how a professional development program enabled educators to stretch their ideas related to (a) equitable participation in elementary mathematics classrooms, and (b) their district's policy aimed at promoting equitable participation. Our analysis revealed that participants’ views shifted as they engaged with others’ sense-making, grounded in their observation of mathematics instruction as it unfolded in real time, about equity and the distribution of opportunities to learn.

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways. We draw on data from two research projects across two sites in the USA (West and Southwest). Both projects brought mothers and teachers together to do and talk about mathematics. The theoretical framework that informed the design of the projects and the data analysis is based on concepts from funds of knowledge theory and parents as intellectual resources.

This study examined parents’ and teachers’ perspectives about the barriers and pathways to the development of home–school mathematics partnerships and how to move from barriers to pathways. We draw on data from two research projects across two sites in the USA (West and Southwest). Both projects brought mothers and teachers together to do and talk about mathematics. The theoretical framework that informed the design of the projects and the data analysis is based on concepts from funds of knowledge theory and parents as intellectual resources.

Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are personally meaningful and engaging to students, require the use of evidence-based reasoning, and provide a context for scientific information.