Making Sense of Instructional Vision for Mathematics Classroom Discussion in an Elementary School Context

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Professional Development and Instructional Practice in Mathematics Education (Table 5)

Abstract

This study explores how two elementary mathematics teachers develop their understanding of classroom discussions over three years of professional learning. Using a qualitative case study design, I examine shifts in teachers’ mathematics instructional visions and their perceptions of classroom discussions within the context of their school. Preliminary findings suggest that both teachers initially struggled to align their instructional visions with classroom practices, but over time, they developed visions that incorporated more student-centered discourse. These shifts highlight the unique experiences of individual teachers in professional learning and the contextual factors they navigate to make sense of classroom discussions. The findings offer valuable insights for teacher educators to better respond to teachers' learning needs and support the implementation of mathematics classroom discussions.

Author

• Rebecca Memmolo, University of Delaware