Measurement and Validity in the Context of Mathematics Coaches

To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.

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Getting a foot in the door: Examining mathematics coaches’ Strategies for gaining access to classrooms

Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education ◽

10.51272/pmena.42.2020-324 ◽

2020 ◽

Author(s):

Jen Munson ◽

Evthokia Stephanie Saclarides

Keyword(s):

Mathematics Coaches

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Implications for Developing and Researching Elementary School Mathematics Coaches

School Science and Mathematics ◽

10.1111/ssm.12029 ◽

2013 ◽

Vol 113 (6) ◽

pp. 297-307 ◽

Cited By ~ 9

Author(s):

Drew Polly ◽

Maryann Mraz ◽

Robert Algozzine

Keyword(s):

Elementary School ◽

School Mathematics ◽

Elementary School Mathematics ◽

Mathematics Coaches

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The Decision-Making Protocol for Mathematics Coaching: Addressing the Complexity of Coaching With Intentionality and Reflection

Mathematics Teacher Educator ◽

10.5951/mathteaceduc.7.2.0027 ◽

2019 ◽

Vol 7 (2) ◽

pp. 27-43 ◽

Cited By ~ 1

Author(s):

Courtney Baker ◽

Melinda Knapp

Keyword(s):

Decision Making ◽

Mathematics Teaching ◽

Professional Growth ◽

Classroom Practices ◽

Success For All ◽

Classroom Teachers ◽

Mathematics Coaching ◽

Mathematics Coaches ◽

Mathematical Success ◽

Coaching Activities

More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.

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Editorial: Research Articles Can Be Helpful to Practitioners

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.41.1.0002 ◽

2010 ◽

Vol 41 (1) ◽

pp. 2-5

Author(s):

Glendon W. Blume

Keyword(s):

Professional Development ◽

Education Research ◽

Mathematics Education ◽

Mathematics Teachers ◽

Teacher Educators ◽

Mathematics Education Research ◽

Research Articles ◽

Research Journal ◽

Mathematics Coaches ◽

Research In Mathematics Education

Because JRME is a research journal, its value to those who conduct research in mathematics education is obvious. What may not be as obvious, however, is that JRME articles also have the potential to benefit another audience, namely, mathematics education practitioners. Research articles in JRME (and those in other mathematics education research journals, as well) can offer to practitioners helpful information and a variety of tools that have the potential to be useful in their work. The variety of “practitioners” who can benefit from research articles in JRME includes those who teach mathematics at the prekindergarten through collegiate levels, teacher educators who work with prospective mathematics teachers at any of those levels, mathematics coaches or supervisors who serve as school- or district-based leaders for groups of mathematics teachers, teacher educators who engage in-service mathematics teachers in professional development, and even researchers who teach others about mathematics education research.

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