Facilitating Teachers’ Learning: Practices That Support Math Teachers in Developing Ambitious Practice

Session Type: Symposium

Abstract

Supporting the development of ambitious instruction, or “authentic pedagogy” that leads to “teaching for understanding” (Lampert et al., 2013; Smith, Lee, and Newmann, 2001), is complex, and requires sophisticated forms of support for teachers’ learning. To understand more about facilitating teachers’ learning about ambitious forms of practice, our symposium investigates high-leverage practices of professional development (PD) facilitators across activity settings: district-sponsored teacher development workshops; curriculum-focused PD workshops and school-based collaborative meetings; school-based collaborative meetings focused on student achievement data; and video-based discussions in teacher groups. This work will appeal to AERA members interested in teacher learning, teacher education, and professional development, particularly those in math education.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Megan Elizabeth Webster, McGill University

Papers

• Press for Pedagogical Reasoning: Decomposition of a High-Leverage Practice in Facilitating Professional Development for Teachers - Megan Elizabeth Webster, McGill University

• Using Curriculum to Facilitate Mathematics Teacher Learning in Professional Development - Mollie H. Appelgate, Iowa State University; Jonee Wilson, Vanderbilt University

• Leveraging Student Achievement Data for Teachers’ Learning: The Facilitator’s Role - Britnie Delinger Kane, Vanderbilt University

• Practices for Facilitating Video-Based Discussions in Mathematics Professional Development - Hilda Borko, Stanford University; Karen A. Koellner, Hunter College - CUNY; Jennifer K. Jacobs, University of Colorado - Boulder; Edit Khachatryan, Stanford University; Charmaine Mangram, Stanford University; Rajeev Virmani, University of San Francisco

Discussant

• Elizabeth A. van Es, University of California - Irvine