Math Coaching Practices in Early Childhood and Elementary Education: A Systematic Review

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 2
  In Roundtable Session: Investigating the Experiences of Students, Teachers, and Coaches in Early Childhood Mathematics

Abstract

The objective of this article was to develop a review of existing studies exploring the coaching practices used during math coaching. A systematic search of studies, focused on math coaching practices used to support pre- and in-service early childhood and elementary teachers’ instruction, identified 21 studies. The findings of the synthesis showed that coaching practices were enacted across the different coaching phases: (1) planning meetings, (2) lesson observations, and (3) debriefings, with 14 studies reflecting the depiction of more than one coaching practice. The coaching practices were aimed at improving pre- and in-service teachers’ math expertise by either building their math knowledge for teaching, or math pedagogical skills, or understanding of ambitious math.

Author

• Isabelle Eng, University of Michigan