Coaching to develop teacher professional noticing: planning with students and mathematics in mind

Purpose This paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles. Design/methodology/approach Narrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices. Findings The initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher. Originality/value This study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing

What’s the Value? Measuring Value in Complex Social Learning Environments with Pre-service Mathematics Teachers

At the national level, undergraduate mathematics teacher preparation programs are shifting to develop teachers who not only understand current research-informed instructional practices but also have firsthand experiences learning, teaching, and collaborating in student-centered environments (CBMS, 2016). Understanding the degree to which these experiences impact pre-service teachers’ learning is challenging to measure. This paper describes the efforts of a Track 1 National Science Foundation (NSF) Robert Noyce Teacher Scholarship grant to recruit and provide wider professional experiences to develop high-quality secondary mathematics teacher candidates and how the research team utilizes a value framework (Wenger, Traynor, & de Laat, 2014) to study programmatic impact. The guiding questions for this research are: To what extent do pre-service mathematics teachers value participation in extended programs to support their work as mathematicians and future teachers? and How can researchers and practitioners measure value as a construct? This paper examines: (a) how we leverage the value framework in a variety of ways, (b) preliminary findings on what Noyce participants value and the experiences that led to their learning, and (c) implications for future work in pre-service mathematics teacher preparation programs

Becoming a STEM Teacher: Examining teachers’ practice-linked identities through practice-based autobiographies

To provide equitable high-quality STEM education, teachers must be prepared to engage with the tools and practices and to adopt STEM identities. This project investigates the ways teachers’ self-described histories and conceptions of materials and relationships embedded in their STEM experiences fostered or inhibited practice-linked STEM identities. Preliminary findings explore how practicing and pre-service educators conceptualize STEM and how their understanding of STEM both supports and challenges their teaching practice

Supporting Teaching and Learning Reform in College Mathematics: Finding Value in Communities of Practice

Improving college STEM (science, technology, engineering, mathematics) student learning outcomes is an ongoing area of focus in Institutions of Higher Education (IHE). This reform includes challenging, changing, and adapting both teaching practices and the learning environment. Communities of practice (CoPs) can support faculty in making these shifts; however, creating large-scale instructional changes in STEM education requires a more careful look at the existing systems and structures in place. In this paper, we investigate a network of regional CoPs composed mainly of mathematics faculty from IHE focused on teaching with inquiry methods. Understanding what faculty need and value to support their instructional changes is important as CoPs and other mechanisms are put in place to increase student success. In this qualitative study, we use the value framework developed by Wenger et al. (2011) to dissect the variety of ways faculty engage and find value in their CoP participation. Faculty participants expressed that CoP participation created unique layers of value in helping them to identify resources to support teaching with inquiry especially during a pandemic, shift their beliefs about teaching, and engage with a network of peers about mathematics and teaching. Findings from this study, conducted during the COVID-19 global pandemic, provide preliminary insights for STEM stakeholders interested in large-scale, ongoing instructional reform to improve student learning outcomes and for networks interested in collectively supporting CoPs with ongoing rather than finite goals

Developing and supporting professional communities of mathematics teachers in Nebraska

For a number of years, the University of Nebraska-Lincoln has focused on building a statewide partnership with mathematics teachers, schools, districts, and educational service units, to raise K-12 student achievement in mathematics. During this session, we will share a variety of our efforts to build professional communities of educators, including the NSF-funded grants NebraskaNOYCE, NebraskaMATH, and the Math in the Middle Institute Partnership. We will engage participants in a discussion of necessary and sufficient conditions to support such professional communities, and how such conditions can be created or worked around

Developing a network of regional inquiry-based learning (IBL) communities: Preliminary findings & key learnings on a grassroots initiative

Finding and creating communities of like-minded colleagues is easier said than done. Instructional and philosophical change, around the practice of inquiry, is complex and therefore, having access to quality resources, expertise and a supportive network can make a big difference. Especially during a global pandemic and sociopolitical unrest, leveraging existing and emerging networks of faculty working jointly on ideas and developing solutions can be advantageous. During this session, participants will hear about the inaugural year of a federally funded network of regional inquiry-based learning communities. Topics covered will include the network\u27s mission and goals, key infrastructure and implementation elements, and preliminary Fndings pertaining to participants\u27 engagement in their regional inquiry-based learning community and the broader network (adapted from a value framework developed by Wenger, Traynor, & DeLaat, 2014). Additionally, we will share insights on how regional communities address important issues in mathematics teaching and learning in terms of access, inclusivity, idea exchange, and innovation during times of change (www.iblcommunities.org)

Field Experience Reimagined: Integrating Microteaches to Foster Preservice Teachers’ Self-Efficacy

The COVID-19 pandemic has had a significant impact on teacher preparation programs. With field experiences being among the most effective pathways to connect theory to practice and contributing significantly to preservice teachers’ self-efficacy development, teacher preparation programs have had to reimagine these experiences. In this article, the authors share how their teacher preparation program incorporated microteaches to continue fostering self-efficacy during pandemic times and the potential implications of these programmatic adaptations