Learning to Teach Mathematics with Reasoning and Sense Making

This study uses teacher research to examine teacher learning in the context of instructional coaching. The author, a mathematics instructional coach, engaged in an intense three-week coaching relationship with a high school Algebra teacher. A detailed description of the teaching and learning of quadratics that took place during this research provide information about what and how a teacher learns to teach mathematics with reasoning and sense making. Mapping the terrain of quadratics deepened the teacher’s understanding of the mathematical content and encouraged him to adapt his textbook in order to build mathematical reasoning. Through the coaching process, the teacher also enhanced his specialized content knowledge and developed pedagogical reasoning skills when faced with teaching dilemmas. Finally, a discussion about instructional coaching considers an instructional coach’s role in regard to teacher learning. Adviser: Ruth M. Heato

District-University Collaborations to Support Reform-Based Mathematics Curriculum Implementation

Curriculum change is inevitable in schooling. For content areas such as mathematics that are already under the national spotlight, transitioning to new curriculum materials while concurrently enacting instructional reform creates both a challenge and an opportunity. This paper discusses how partnerships between two state universities and respective neighboring school districts resulted in the creation and implementation of graduate courses for teachers targeted at curricular and instructional reform specific to each district. Common course components between both university-district partnerships were identified in the areas of mathematics research, practice, and leadership advocacy and found to be instrumental in supporting instructional reform and fostering sustained development. Implications for collaborative partnerships, curriculum implementation and research are discussed

Learning to teach mathematics with reasoning and sense making

This study uses teacher research to examine teacher learning in the context of instructional coaching. The author, a mathematics instructional coach, engaged in an intense three-week coaching relationship with a high school Algebra teacher. A detailed description of the teaching and learning of quadratics that took place during this research provide information about what and how a teacher learns to teach mathematics with reasoning and sense making. Mapping the terrain of quadratics deepened the teacher\u27s understanding of the mathematical content and encouraged him to adapt his textbook in order to build mathematical reasoning. Through the coaching process, the teacher also enhanced his specialized content knowledge and developed pedagogical reasoning skills when faced with teaching dilemmas. Finally, a discussion about instructional coaching considers an instructional coach\u27s role in regard to teacher learning

District-University Collaborations to Support Reform-Based Mathematics Curriculum

Curriculum change is inevitable in schooling. For content areas such as mathematics that are already under the national spotlight, transitioning to new curriculum materials while concurrently enacting instructional reform creates both a challenge and an opportunity. This paper discusses how partnerships between two state universities and respective neighboring school districts resulted in the creation and implementation of graduate courses for teachers targeted at curricular and instructional reform specific to each district. Common course components between both university-district partnerships were identified in the areas of mathematics research, practice, and leadership advocacy and found to be instrumental in supporting instructional reform and fostering sustained development. Implications for collaborative partnerships, curriculum implementation and research are discussed