PME-NA

A Teacher Learning Progression for Developing A Thinking Classroom

• In Event: A Teacher Learning Progression for Developing A Thinking Classroom

Description

The publication Building Thinking Classrooms in Mathematics (BTC) generated remarkable interest from mathematics teachers worldwide. This contrasts the marked resistance to instructional change in secondary mathematics classrooms over the past four decades, creating a timely opportunity to study teacher change. Through narrative inquiry, we examine the experiences of a teacher implementing BTC practices in a high school with a high percentage of minoritized youth. Findings include a teacher learning progression that offers representative potential for teachers enacting student thinking-based instruction. While BTC practices initially functioned as a productive change package, numerous obstacles surfaced requiring additional research-based strategies. These findings offer implications for targeted support and scaffolds to support teachers in maintaining momentum for change in instruction motivated by BTC.

Authors

• Brandon Pelter, Sacred Heart University, Bridgeport Public Schools

• Lindsay M. Keazer, Sacred Heart University