How Early Career Elementary Teachers Address Disciplinary, Institutional, and Interpersonal Obligations in Planning Mathematics Instruction

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Elementary Mathematics Instructional Practices (Table 5)

Abstract

This study examined how eight early career elementary teachers in two districts in one Midwestern state made sense of and responded to disciplinary, institutional, and interpersonal obligations in planning mathematics instruction; each teacher was in their second, third, or fourth year of full-time teaching. Four of the teachers consistently rated highly on TRU Math (Teaching for Robust Understanding in Mathematics; Schoenfeld et al., 2014), an observation measure of ambitious, high-quality mathematics instruction, while the other four teachers rated lower on this measure. Drawing on interview data, we found notable differences in how the two groups of teachers addressed obligations to mathematics as a discipline and students’ interpersonal activity in the classroom in planning mathematics lessons.

Authors

• Kristen Bieda, Michigan State University

• Serena J. Salloum, Ball State University

• Peter A. Youngs, University of Virginia