Understanding the Development of High-Leverage Mathematical Teaching Practices

Session Submission Type: Symposium

Abstract

This symposium brings together scholars working on multi-year design projects that seek to understand (1) how teachers develop the practices of ambitious mathematics teaching; and (2) how teacher educators might best support this learning. Synthesizing across 4 studies that look at pre-service and in-service teachers and spanning K-12 grade levels, we aim to better understand the development of high-leverage teaching practices and how to programmatically support their growth to address critical issues in educational practice. The research shares a common framework of situative teacher learning and a vision of successful teaching practices, providing a basis for comparison. While the content area is mathematics, an area of urgent need in public schools, the teacher development issues are relevant to teaching in other domains.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Ilana S. Horn, Vanderbilt University

Papers

• Developing High-Leverage Practices Through Cycles of Enactment and Investigation - Hala N. Ghousseini, University of Wisconsin - Madison; Magdalene Lampert, Boston Plan for Excellence; Heather Lauren Beasley, University of Michigan

• The Development of Pedagogical Reasoning in Mathematics Teachers’ Collaborative Conversations - Ilana S. Horn, Vanderbilt University; Britnie Delinger Kane, Vanderbilt University

• Constructing Equitable Teaching Practices: An Analysis of Mathematics Teachers’ Conversations - Nicole Alaine Bannister, Clemson University

• Professional Development for Mathematics Teachers: Examining the Impact on Knowledge and Instructional Practice - Karen A. Koellner, Hunter College - CUNY; Jennifer K. Jacobs, University of Colorado - Boulder; Hilda Borko, Stanford University

Discussants

• Elham Kazemi, University of Washington

• Paul A. Cobb, Vanderbilt University