How Collaboration Supports Teachers' Changes in Practice: Establishing Mathematical Discourse Communities

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Mathematics Professional Development (Table 6)

Abstract

This paper reports on one set of findings from a NSF-funded project employing an instructional coaching model to engage Grades 4-7 teachers in a video-based professional development program. The study investigates how teachers described changes to their practice and identifies key supports facilitating these changes. Findings reveal that collaboration with colleagues across the project was pivotal in helping teachers enhance student participation and ownership by establishing mathematical discourse communities in their classrooms. These changes align with ambitious teaching practices that foster deep conceptual understanding and student engagement. The study underscores the importance of collaborative professional development in transforming teaching practices and improving student learning outcomes, providing insights for future professional development program design.

Authors

• Kelly A. McKie, University of Delaware

• Amy Taylor Santos, University of Delaware

• Busra Sumeyye Kurutas, University of Delaware