Specifying a Mathematics Coaching Theory of Action

• In Event: Understanding the Complexities of Mathematics Coaching: What Multiple Theoretical and Analytical Frameworks Reveal

Abstract

Objective
The ultimate goal of coaching is to support students’ mathematical success (Campbell & Griffin, 2017; Stein et al., 2022), but few frameworks exist that connect coaches’ proficiencies to the skills and knowledge needed by teachers to best support student learning. We propose a theory of action that encompasses the learning-teaching system, beginning with learning goals for students and building to the learning goals for coaches.
Perspective
Theories of action causally link propositions context, goals, and action (Friedman & Antal, 2005) and can help explain behavior and guide action toward particular goals. Making explicit the theories of action implicated in coaching designs can help mathematics coaches make carefully reasoned decisions around coaching activities and interactions with teachers (Author, 2016).

Data Sources
This work is situated in a larger project involving coaching that examines how teachers are supported to: 1) deepen content knowledge, 2) increase capacity to plan rich conceptually-based teaching, 3) sharpen focus on the key learning opportunities in lessons, and 4) unpack issues of equity. The design was created by partners (“designers”) who work at a state-level mathematics consortium. Throughout the spring 2022, we met with the designers for approximately 25 hours to understand and document their theory of action for coaching. We triangulated these interviews with video-recordings (>16 hours) of designer-led professional learning for coaches to prepare them to work with teachers during the 2022-23 year.

Results
To articulate the theory of action, designers started with describing a set of mathematical learning goals related to students. Designers then considered the learning opportunities students would need and the activities that would support those learning goals. Next, designers considered what teachers needed to know and do, as well as a set of orientations needed to enact the learning activities with students; these became the learning goals for teachers. Designers then followed a similar process to identify the learning opportunities and activities intended to support teacher development; and again, followed the process for coaches. Figure 1 provides an image of the theory of action building from learning goals for students to learning goals for coaches and accompanying professional learning activities that could help coaches achieve these goals. Each aspect will be elaborated in the paper. To give an example, learning opportunities that should be created for teachers by coaches include: (a) grappling with key ideas of teaching and mathematics; (b) seeing connections among these ideas; (c) expressing their own thinking about these ideas and reflecting others’ thinking; and, (d) deliberately practicing using the ideas in authentic settings.

Significance
There are advantages in making theories of action as explicit as possible for planning and implementing learning opportunities for students and for teachers to achieve well-defined learning goals (McKnight et al., 2008). By presenting a theory of action for a particular coaching design, we also are arguing for making explicit such theories for coaching as the field moves toward a clearer understanding of what effective coaching entails and what proficiencies are needed to be an effective coach.

Authors

• Lynsey K. Gibbons, University of Delaware
  Presenting Author

• James Hiebert, University of Delaware
  Non-Presenting Author

• Busra Sumeyye Kurutas, University of Delaware
  Non-Presenting Author

• Erica Litke, University of Delaware
  Non-Presenting Author