Teacher Practice

This collection of Responsive Math Teaching (RMT) professional learning resources includes the RMT model, planning and coaching protocol, lesson plan templates, and frameworks for discussing learner thinking and facilitating productive struggle.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This resource collection offers practical measures and guidance for instructional improvement in mathematics teaching. These include measures for use in classrooms, collaborative professional learning, and one-on-one coaching.

This library contains lessons and tools designed for preservice teachers that focus on argumentation, or quality talk, in high school science.

This site offers professional learning materials for elementary teachers and teacher leaders, including a Responsive Mathematics Teaching Toolkit and Lesson Planning and Analyzing Tools.

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons: trails, landmarks, material routines, and circulation patterns.

This study investigated upper elementary teachers’ framings of their students’ mathematical thinking in written across the three component skills of noticing. Drawing on a situated perspective, the research examines the influences of teachers’ culturalhistorical backgrounds, attitudes, dispositions, interactions with students, and other situated elements of teaching on noticing mathematical thinking. Interviews used a think-aloud method to capture real-time framing as teachers observed children’s thinking on the same problem, using written work from their own and unfamiliar classrooms.

This 2-year qualitative case study focuses on one emergent mathematics teacher leader, Mr. Miller, and his conceptualization of Social Justice Mathematics (SJM). SJM is a justice-oriented pedagogical approach where students simultaneously learn dominant mathematics and explore social injustices to take action toward justice. Using Rodriguez's (Journal of Research in Science Teaching, 1998, 35, 589–622) sociotransformative constructivism framework, findings illuminate how dialogic conversation, authentic activity, and metacognition supported Mr.