Developing Teachers' Instructional Vision for Inclusive Math Practice: The Role of Epistemic Experience

• In Event: Elementary Teachers and Coaches' Experiences of Opportunities to Learn

Abstract

Teaching math responsively often requires that teachers develop new visions of high-quality instruction as well instructional practices (Munter & Correnti, 2017). Recently, mathematics educators have emphasized the need to pay more attention to the relational aspects of teaching and students’ experience of responsive or ambitious instruction (Battey, 2013; Sikorski, 2015). This qualitative study explores what teachers and leaders learn from engaging as learners to solve challenging mathematics problems in a facilitated community of practice. Our study suggests that teachers can draw on their personal learning experiences to identify with their own students as learners and articulate more inclusive instructional practices.

Authors

• Caroline Brayer Ebby, University of Pennsylvania

• Brittany Hess, Consortium for Policy Research in Education

• Lizzy Pecora, The University of Pennsylvania

• Jennifer Valerio, The University of Pennsylvania