Teacher Practice

By taking a responsive approach to the design and enactment of teacher professional development (PD), PD instruction can be tailored to teachers' needs, interests, and concerns. This is of considerable importance in the high school physics teacher PD space, wherein teacher needs turn out to be particularly complex and diverse due to differences in teacher preparation within the discipline. More generally, understanding the degree to which PD programs are responsive to their teachers' needs can support increased responsiveness. To this end, having a validated survey can assist in measuring the criteria for this responsiveness. This study presents the initial development of a responsive professional development (RPD) survey based on interviews with 13 high school physics teachers.

Although most teachers recognize the importance of taking investigative, open-ended approaches to students’ learning experiences, implementing them in high school classes can be challenging for teachers. In this work, we analyzed data from multiple sources from a teaching Community of Practice (CoP) to investigate (a) barriers to taking an open-ended approach in teaching labs in physics classes, (b) shifts in teachers’ beliefs about taking an open-ended approach during their engagement in a physics teaching CoP in a partnership program, and (c) a case study of one teacher whose shifts in perceptions about taking an open-ended approach in teaching labs led to her successful implementation in her class.

In this paper, we propose a mathematics professional development tool designed to support teachers’ noticing for equity and improve their ability to provide powerful mathematics and an inclusive discourse community for each and every student.

In this paper, we propose a mathematics professional development tool designed to support teachers’ noticing for equity and improve their ability to provide powerful mathematics and an inclusive discourse community for each and every student.

Teacher reflection on the teaching and learning of mathematics is essential for driving instructional change. While teacher noticing is key to reflecting, this skill does not necessarily develop through teaching experience alone. Professional learning (PL) opportunities can play a critical role in supporting teachers’ use of reflection to purposefully cultivate their understanding of ways to attend, interpret and act on significant instructional moments (van Es et al., 2017). This oral communication focuses on the steps used to design, develop and pilot a reflection framework used with coaching support to enhance teachers’ ability to notice key aspects of high-quality mathematics discourse in the classroom.

Teacher reflection on the teaching and learning of mathematics is essential for driving instructional change. While teacher noticing is key to reflecting, this skill does not necessarily develop through teaching experience alone. Professional learning (PL) opportunities can play a critical role in supporting teachers’ use of reflection to purposefully cultivate their understanding of ways to attend, interpret and act on significant instructional moments (van Es et al., 2017). This oral communication focuses on the steps used to design, develop and pilot a reflection framework used with coaching support to enhance teachers’ ability to notice key aspects of high-quality mathematics discourse in the classroom.

The purpose of this study is to explore if and how different types of video annotations support pre-service teachers (PSTs) in learning how to notice student multimodal, or verbal and non-verbal, mathematical thinking.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.

Culturally responsive mathematical modeling empowers teachers to build on the out-of-class resources that students bring to the classroom and empowers students to draw on their identities and experiences to inform mathematical work and take action. While professional development can support teachers’ learning of culturally responsive mathematics modeling, research on classroom enactments is limited. The aim of this study is to understand teachers’ practices for enacting culturally responsive mathematical modeling, including the opportunities and challenges they face.