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 study was conducted in the context of Project AIM (All Included in Mathematics), a professional development program focused on high-quality discourse (Sztajn et al., 2021) that provides K-2 teachers with 30 hours of PL over one year and opportunities to engage in coaching cycles using the reflection framework in the following year.
Sztajn, P., Heck, D., Malzahn, K., & Yilmaz, Z. (2025, July). Developing a teaching reflection tool. In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, & V. Randolph (Eds.), Proceedings of the 48th conference of the International Group for the Psychology of Mathematics Education (p. 332). Universidad de Chile. https://www.igpme.org/wp-content/uploads/2025/07/PME48_GeneralContributions_ISSN_3081-0833.pdf