Teacher Collaboration in Secondary Learning Labs: Co-Constructing Facilitation Moves to Surface and Make Sense of Student Thinking (Poster 8)

• In Event: Lesson Study Transforms Education and Optimizes Learning

Abstract

There exists a body of education research on how participation in classroom mathematics discussions can deepen students’ mathematical understanding. As researchers gain an understanding of how teachers promote productive engagement in the classroom, less attention has been paid to how teachers develop practices to support student participation in mathematical discussions. This study aims to deepen the knowledge of the ways teachers collaborate to support student participation during classroom-embedded professional development. We examined teacher discourse in six full-day learning labs with secondary teachers from schools participating in a networked improvement community. Results show how teachers collaboratively enact moves and how their interactions surfaced students’ mathematical thinking across various problem-solving activities. We discuss the contributions of this work for promoting teacher learning in secondary contexts.

Authors

• Joy Zimmerman, University of California - Los Angeles

• Theodore Sagun, University of California - Los Angeles