Enhancing Mathematics Teacher Professional Development With Noticing and Wondering: Impacts on Teacher Pedagogical Discourse (Poster 14)

• In Event: AERA Poster Session Thursday 5:25 p.m.
  In Poster Session: Research in Mathematics Education

Abstract

Our work focuses on supporting mathematics teacher development of ambitious instructional practice and associated pedagogical discourse. We designed and implemented an online professional development that centered the Noticing and Wondering (N&W) Framework to all aspects of our sequence of three workshops emphasizing doing mathematics and analyzing student work. We investigated the quality of teacher pedagogical discourse and how it varied both over time and according to the presence of N&W discourse. We found that while each participant engaged in both Delivery Pedagogical Discourse (DPD) and Explorative Pedagogical Discourse (EPD), participants were more likely to engage in EPD when their discourse featured N&W. Our findings point to potential of N&W as a catalyst for teacher participation in more sophisticated pedagogical discourse.

Authors

• Anthony Matranga, California State University - San Marcos

• Sinead Meehan, Drexel University

• Jason Silverman, Drexel University