Teachers Discuss Implementing and Sustaining Inquiry-Based Mathematics Instruction at a Highly Diverse Elementary School

• In Event: Fairmont Roundtable Session Six
  In Roundtable Session: Section 1C Mathematics Roundtable Four (Table 10)

Abstract

“Martinez Elementary” teachers participated in professional development activities during the 2021-22 school year to learn about the YYY, an instructional protocol in mathematics. These activities included training sessions designed to help the teachers learn about the YYY’s dual focus on mathematical reasoning and the mathematics register. In addition, teachers participated in both planning and debriefing sessions on six occasions (three times in the fall and three times in the spring). Teachers also observed instruction modeled in which the YYY was implemented during problem-solving lessons with their students. In this paper, a sociopolitical framework is used to examine interview data collected during focus group interviews about how teachers responded to these experiences and what they learned from them.

Author

• Richard Kitchen, University of Wyoming
  Presenting Author