"Math Is Not Silent": The Effects of Practice-Based Professional Development on Teachers' Talk About Students

• In Event: 61.048 - Discourse Communities and Professional Development

Abstract

In this paper, we discuss the results of analysis of changes in teacher comments about students between pre- and post interviews conducted before and after a professional development opportunity focused on high-leverage mathematics teaching practices. There was a striking decrease in the number of direct identifying statements (reified statements describing students) as well as in the numbers of student qualities discussed and student appraisals made. However, there was an increase in the number of teacher self-appraisals. We posit that this change may be due, at least in part, to the mathematical work done together by teachers during the PD.

Authors

• Max Altman, University of Michigan

• Joy Ann Oslund, University of Michigan