PME-NA

Rubric-Talk: Observation Tools as Sites for Negotiating What it Means to be a "Good [Mathematics] Teacher” / Charla de rúbricas: Negociar lo que significa ser unx buenx maestrx de matemáticas

• In Event: Rubric-Talk: Observation Tools as Sites for Negotiating What it Means to be a "Good [Mathematics] Teacher”

Description

Rubric-based observation tools – like the well-known “Levels of Classroom Discourse” (LCD) rubric (Hufferd-Ackles, Fuson & Sherin, 2015) – form an increasingly core part of professional development, teacher-peer support, coaching interactions and other teacher evaluation systems. Despite this particular tool’s pervasive presence in research, we have a limited understanding of how math teachers engage directly with the LCD rubric as a tool for reimagining classroom practice. By attending to the relational qualities of tool-use, this paper explores how the LCD makes space for teachers to renegotiate their normative conceptualizations of “good teaching” (White & Maher, 2024). It follows a group of seven in-service elementary math teachers using the LCD rubric in their schools for the first time, analyzing the subtle ways in which teachers integrate this tool into the mathematical and pedagogical aspirations of their classrooms.

Authors

• Katherine Claire O'Brien, University of Georgia

• Uyiosa Osarumen Ugiagbe, University of Georgia

• Susan Cannon, University of Georgia

• Saniye Nur Ergan, Ordu University

• Kelly Dollarhide, University of Georgia