Teacher Practice

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

Professional development (PD) for mathematics teachers often emphasizes transformative instructional change. However, a more modest, incremental approach may offer a higher likelihood of success in ways that complement transformational efforts. This Editorial discusses the potential advantages of incremental PD where teachers make small but meaningful improvements to their practice over time.

Teacher learning from professional development (PD) remains undertheorized. Most PD studies focus on its content or structure to gauge learning, leaving substantive gaps in our understanding of teacher learning processes and the role of contexts. Therefore, we investigate teachers’ learning as they take practices from PD and adapt them to their own settings.

For this study, we focused on the Ambitious Science Teaching–based teacher talk engaged in by two middle school science teachers to support student sensemaking regarding a phenomenon-based science unit with embedded data visualization and simulation software over the course of a 2-week teaching unit. This descriptive case study identifies how differences in the purpose of questioning impacts the patterns of teacher talk regarding establishing norms in support of the norms of progressive discourse.

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.

Students benefit from dialogs about their explanations of complex scientific phenomena, and middle school science teachers cannot realistically provide all the guidance they need. We study ways to extend generative teacher–student dialogs to more students by using AI tools.