What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

2021 ◽  
pp. 002248712110190
Author(s):  
Samantha A. Marshall ◽  
Patricia M. Buenrostro
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Student Assessment ◽  
Learning Experiences ◽  
Educational Justice ◽  
Support Design ◽  
Assessment Scores ◽  
Teacher Coaching ◽  
Future Work

Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

Online Mathematics Teacher Professional Development

2020 ◽  
pp. 203-215
Author(s):  
Sandra B. Nite ◽  
Ali Bicer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Professional ◽  
Pre Service Teacher Education ◽  
Blackboard Learn ◽  
Pre Service Teacher

The purpose of this chapter is to describe an online learning environment that has been used for professional development with mathematics teachers and can be used for pre-service teacher education. The description of the Blackboard Learn and Blackboard Collaborate combination for the mathematics teacher education enables teachers to collaboratively engage in inquiry, reasoning and justification, and technology integration as participants. In addition, teachers can have opportunities to discuss various ways to incorporate these ideas more fully into their instructional practices.

Call for Manuscripts: “Statistics”

1997 ◽  
Vol 90 (9) ◽  
pp. 702
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
School Curriculum ◽  
Special Issue ◽  
High School Curriculum ◽  
Practicing Teachers ◽  
Assessment And Evaluation ◽  
The Subject

Mathematics teachers are aware of a recent explosion of interest in statistics and its role in the high school curriculum. In fall 1999, an issue of the Mathematics Teacher will focus on statistics, and the Editorial Panel is seeking manuscripts for this focus issue. The special issue will examine many aspects of the subject of statistics, including classroom practice and curriculum, applications, assessment and evaluation; and professional development. Because many readers of the Mathematics Teacher are practicing teachers, the Panel encourages articles that describe actual classroom experiences or activities, as well as those that explore some important statistical concepts.

Motivation to E-Learn

2011 ◽  
pp. 49-57
Author(s):  
M. A. Rentroia-Bonito ◽  
J. A. Jorge ◽  
C. Ghaoui
Keyword(s):  
Learning Experiences ◽  
Support Design ◽  
Effective Learning ◽  
Learning Challenges ◽  
Development Teams ◽  
E Learning ◽  
Proper Design ◽  
Expected Benefits ◽  
Instructional Settings ◽  
Future Work

One of e-learning challenges is to promote effectiveness in order to fully get expected benefits. Achieving effectiveness will contribute to its establishment as a credible way to support educational endeavours. To address this complex and multidisciplinary challenge, development teams need proper design techniques to build effective learning experiences. The literature does not show solid quantitative approaches to support learning-centered design, where student needs and their immediate and broader contexts are taken into account. This work explores a variable called “motivation-to-e-learn,” a key component to design technology-supported learning experiences. Our goal is to identify what motivation-related variables are critical for student engagement in learning online. This will be the basis for a specific, bottom-up and quantitative design technique. To this end, we further explored the importance of a set of motivation- to-e-learn variables building on previous results in real instructional settings. From this activity, an exploratory two-factor structure emerged which explains 96% of motivation to e-learn construct. We discuss our results, together with their implications for learning-support design and future work. Our contribution is a step towards quantitatively understanding and cost-effectively improving the link among learning-design process, supporting systems and students into an effective and harmonious whole.

scholarly journals Professional Development of Mathematics Teacher: A Systematic Literature Review

2021 ◽  
Vol 11 (2) ◽  
pp. 43-54
Author(s):  
Roslinda Rosli ◽  
Mohd Fareed Aliwee
Keyword(s):  
Professional Development ◽  
Literature Review ◽  
Mathematics Teachers ◽  
Systematic Literature Review ◽  
Mathematics Teacher ◽  
Empirical Studies ◽  
Knowledge And Skills ◽  
Effective Professional Development ◽  
Attitudes And Practices ◽  
Teacher Professional

Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.

Call for Manuscripts: “Statistics”

1997 ◽  
Vol 90 (7) ◽  
pp. 580
Keyword(s):  
Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Classroom Practice ◽  
School Curriculum ◽  
Special Issue ◽  
High School Curriculum ◽  
Practicing Teachers ◽  
Assessment And Evaluation ◽  
The Subject

Mathematics teachers are aware of a recent explosion of interest in statistics and its role in the high school curriculum. In fall 1999, an issue of the Mathematics Teacher will focus on statistics, and the Editorial Pane is seeking manuscripts for this focus issue. The special issue will examine many aspeets of the subject of statistics, including classroom practice and curriculum, applications, assessment and evaluation, and professional development. Because many readers of the Mathematics Teacher are practicing teachers, the Panel encourages articles that describe actual classroom experiences or activities, as well as those that explore some important statistical concepts.

THE SYSTEM OF INFORMATICS COMPETENCIES FOR THE MATHEMATICS TEACHER

2020 ◽  
pp. 57-72
Author(s):  
Nadiia Ponomareva
Keyword(s):  
Information Technology ◽  
Secondary Education ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Systems Analysis ◽  
Web Technologies ◽  
Key Competencies ◽  
Teachers Training ◽  
Technology Specialists ◽  
Further Development

As a result of the analysis of domestic and foreign standards of key competencies, basic and complete secondary education, teachers’ training (in particular, mathematics teachers’ training) and information technology specialists training, the system of informatics competencies of a mathematics teacher, developed by Yu. S. Ramskyi, was updated in terms of the structure, content and indicators of competencies formation. It has been found out that the formation of the informatics competencies of a mathematics teacher begins with basic informatics competencies, the further development of which occurs primarily in the competencies in system administration, web technologies, programming and systems analysis.

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

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