Mathematics That Matters for Teaching: Connecting Mathematical Practices and Teaching Practices in a Professional Development Workshop

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Professional Development and Instructional Practice in Mathematics Education (Table 5)

Abstract

Realizing the vision of ambitious and equitable mathematics instruction (AEMI) requires teachers to make significant shifts to their teaching practice. AEMI teaching practices are an amalgamation of general teaching practices and disciplinary practices used by mathematicians; however, few studies of teacher learning have attended to both of these aspects. Using the design research methodology, my study explores a set of instructional activities designed to support teacher learning of the connections between the mathematical practice of generalizing and the teaching practice of planning lessons. Findings suggest that the activities supported teachers to draw on their knowledge of generalizing to reflect on classroom instructional tasks. The findings provide valuable insight for designing PD that supports teacher learning of AEMI.

Author

• Cody Wilson, University of Toronto - OISE