Doing the math together: coaches' professional learning through engagement in mathematics

被引：6

作者：

Kane, Britnie Delinger ^{[1
]}

Saclarides, Evthokia Stephanie ^{[2
]}

机构：

[1] The Citadel, Language Literacy & Culture, 171 Moultrie St, Charleston, SC 29464 USA

[2] Univ Cincinnati, Sch Educ, 615 Teachers Dyer Complex,2610 McMicken Circle, Mcmicken Circle, OH 45221 USA

来源：

JOURNAL OF MATHEMATICS TEACHER EDUCATION | 2023年 / 26卷 / 02期

关键词：

Mathematics coaching; Professional development; Teacher learning; Collaborative workgroups; STUDENT-ACHIEVEMENT; TEACHERS; KNOWLEDGE; SPECIALISTS; LEADERSHIP; QUALITY; OPPORTUNITIES; CERTIFICATION; INSTRUCTION; CHALLENGES;

D O I：

10.1007/s10857-021-09527-y

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Mathematics coaching is complex work, and coaches must be supported to become experts in mathematics, mathematics instruction, and mathematics coaching. Using video and interview data from 12 mathematics coaches and one district administrator in one public school district in the southeastern USA, this qualitative study explores how the performative aspect of one group of mathematics coaches' doing the math routine opened up conversations about mathematics, mathematics instruction, and mathematics coaching. Findings indicate that as the coaches engaged in doing the math together, opportunities to discuss mathematics and mathematics instruction were opened up, while conversations about mathematics coaching rarely surfaced. In interviews, participants discussed the benefits and drawbacks of participating in doing the math. Implications for future research and practice are discussed.

引用

页码：241 / 270

页数：30

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