Professional Development

Methodological Advancements for Analyzing Teachers’ Learning in a Community of Practice

Professional development that privileges teachers’ voice, equity, and the investigation of high-quality instruction is essential to the mathematics education community. However, more research is needed to understand the process, content, and depth of teachers’ learning in this setting. This paper shares our analytic method designed to capture such learning. We integrate three complementary perspectives: Communities of Practice (theoretical framework), Teaching for Robust Understanding (conceptual framework), and Frame Analysis (analytical framework).

Author/Presenter

Helene Leonard

Victoria Bonaccorso

Joseph DiNapoli

Eileen Murray

Lead Organization(s)
Year
2021
Short Description

Professional development that privileges teachers’ voice, equity, and the investigation of high-quality instruction is essential to the mathematics education community. However, more research is needed to understand the process, content, and depth of teachers’ learning in this setting. This paper shares our analytic method designed to capture such learning. We integrate three complementary perspectives: Communities of Practice (theoretical framework), Teaching for Robust Understanding (conceptual framework), and Frame Analysis (analytical framework).

A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms

Formative assessment can facilitate teachers’ abilities to elicit and notice the disciplinary substance of students’ thinking and to respond based on this. Following a design-based process, we developed principled practical knowledge to create resources that might guide experienced teachers in examining their formative assessment practice and provide researchers with tools to study formative assessment enactment.

Author/Presenter

Hannah Sevian

Vesal Dini

Year
2019
Short Description

Formative assessment can facilitate teachers’ abilities to elicit and notice the disciplinary substance of students’ thinking and to respond based on this. Following a design-based process, we developed principled practical knowledge to create resources that might guide experienced teachers in examining their formative assessment practice and provide researchers with tools to study formative assessment enactment.

Impact of the Design of an Asynchronous Video-Based Learning Environment on Teacher Noticing and Mathematical Knowledge

In this paper, we share the design and impact of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials. The “Video in the Middle” (VIM) modules are aligned with principles of authentic e-learning and can be combined in a variety of ways to form professional development pathways that meet the unique needs of a wide range of professional learning settings and contexts. VIM modules aim to support teacher noticing of student thinking and increase their mathematical knowledge for teaching.

Author/Presenter

Nanette Seago

Angela Knotts

Lead Organization(s)
Year
2021
Short Description

In this paper, we share the design and impact of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials.

Resource(s)

Exploring the Viral Spread of Disease and Disinformation

The worldwide COVID-19 pandemic has highlighted the importance of mathematical models in predicting the spread of the coronavirus (Srinivas 2020; Stevens & Muyskens 2020) and assessing the effectiveness of various safety measures in reducing that spread (Li et al 2020). These models can be extremely sophisticated, drawing on the expertise of applied mathematicians, epidemiologists, public health experts, and others, but at its core, there is a notion of exponential growth that is relevant for the secondary mathematics curriculum.

Author/Presenter

Samuel Otten

Julia Bemke

Jerred Webb

Lead Organization(s)
Year
2022
Short Description

The tasks described in this chapter are intended to build connections between these real-world dangers of viral spread and some relevant topics from the secondary mathematics curriculum. We also explore a link between mathematical reasoning and media literacy—the ability to discern the commercial, ideological, or political motivations of media and the recognition that receivers negotiate the meaning of messages (Aufderheide, 1993)—so that, just as we know to take safety precautions with regard to an airborne coronavirus, we can also help our students learn to take precautions against the spread of misinformation on social media.

We Strive: Initial Explorations of STEM Teachers' Successes and Challenges in Implementing Socioscientific Issues

This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?

Author/Presenter

Joseph Johnson

Augusto Macalalag

Becky Mathers-Lowery

Gabrielle Ialacci

Year
2022
Short Description

This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?

We Strive: Initial Explorations of STEM Teachers' Successes and Challenges in Implementing Socioscientific Issues

This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?

Author/Presenter

Joseph Johnson

Augusto Macalalag

Becky Mathers-Lowery

Gabrielle Ialacci

Year
2022
Short Description

This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?

Towards Improving Science Discussions: A Framework to Guide Instructional Decision Making

Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.

Author/Presenter

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

NARST presentation on instructional decision making to improve argumentation in science.

Towards Improving Science Discussions: A Framework to Guide Instructional Decision Making

Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.

Author/Presenter

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

NARST presentation on instructional decision making to improve argumentation in science.

Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Year-Long Participation in Professional Learning

Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Matthew Wilsey

Coralie Delhaye

Melissa Collins

Sara Allan

Emily Reigh

Hilda Borko

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning.

Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Year-Long Participation in Professional Learning

Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Matthew Wilsey

Coralie Delhaye

Melissa Collins

Sara Allan

Emily Reigh

Hilda Borko

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning.