Global mathematics education – teacher learning and support, part 2: changing teacher practice

Session Submission Type: Group Panel

Description of Session

This two-part panel presents theory and research concerned with teacher learning and approaches for supporting teachers of mathematics, with a focus on primary-level mathematics instruction in low-resource contexts.

In many low-resource country contexts, high demand for teachers at the primary level has resulted in low requirements in terms of education level or content mastery. The very traditional, rote learning model that has until recently predominated in many such contexts also means that the vast majority of pre and in-service teachers experienced mathematics as a subject of memorizing algorithms, and are most likely to teach it as such. This view of mathematics, however, runs counter to current thinking about mathematics and mathematics instruction, where goals for mathematics education internationally are now more likely to stress conceptual understanding, adaptive reasoning, and flexible problem-solving, in addition to procedural fluency. These goals demand a significant shift in pedagogy, as well as a new understanding among mathematics teachers. It is essential to identify ways to support teachers in shifting their pedagogy in that direction. The papers on this two-part panel report on research on teacher knowledge and understanding in developing country contexts, and how teacher knowledge may be developed and enhanced, as well as research on support and training for teachers that may serve to help teachers shift their pedagogical practices.

This Part II of the two-part panel will focus on teacher practice and research around attempts to change teacher practice through teacher training and support, with emphasis on practice and training/support in developing-country contexts. The first paper on the panel sets the stage by presenting a review of research on teaching practices support mathematics learning, particularly foundational numeracy skills. It highlights research in developing contexts and provides an indicator as to the types of change in instruction that could most benefit students in these contexts. The second paper provides one example of a mathematics intervention, the PRIMR project in Kenya, that involved a multi-prong approach, including support for teachers in the form of explicit teachers guides, materials-based training, and follow-up coaching support. Results of the intervention are presented, including analysis of causal impact, and implications and further research questions are discussed. The third paper focuses on discussing an example of a modality for providing support to teachers which involves developing university partnerships, including partnerships between universities and between universities and communities. The paper explores the way in which knowledge-sharing among all of these partners can foster teacher learning and support.

Finally, the discussant will highlight linkages between the papers and invite the audience to share experiences, raise additional questions, and discuss issues related to mathematics teacher knowledge and beliefs.

Sub Unit

• SIG: Global Mathematics Education

Chair

• Wendi Ralaingita, RTI International

Individual Presentations

• Effective teaching practices in low-income countries: 25 years of evidence - Linda Michele Platas, San Francisco State University; Yasmin Sitabkhan, RTI International

• Improving mathematics teaching in Kenya: the impact of PRIMR on instruction and outcomes - Benjamin Piper, RTI International; Linda Akach, RTI International

• Conceptualizing and actualizing international partnerships for training and support for mathematics teaching - Florence Glanfield, University of Alberta; Joyce Mgombelo, Brock University

Discussant

• Joy du Plessis, Creative Associates International