Variations in Enactments of Ambitious Mathematics Instruction: The Case of Rough Draft Math

• In Event: Ambitious Mathematics Teaching Enacting Play and Rough Drafts

Abstract

We studied teachers’ descriptions of their mathematics teaching with rough drafts and revising to understand variations of enactments an ambitious teaching practice. We interviewed 32 teachers in the U.S. who had read or engaged in professional learning of rough draft math. Over 78% of teachers reported eliciting revisions when enacting rough draft math teaching practices, signaling that revising is integral to rough draft math. However, teachers’ other enactments varied, specifically regarding the level of emphasis on peer collaboration they promoted when enacting rough draft math. To depict this variation, we present two cases of enactment. Teachers’ descriptions of their practice can provide insights on how teachers take up ambitious teaching practices and can help researchers specify and decompose these practices.

Authors

• Amanda Jansen, University of Delaware

• Elena Silla, University of Delaware