We examined the characteristics of video annotations frequently discussed during debriefing conversations as part of video-assisted coaching cycles. We also analyzed how mathematics coaches used written annotations to inject ideas into debriefing conversations when supporting teachers to reflect on important classroom events. Coaches and teachers…

The aim of this paper is to discuss preservice mathematics teachers' in-the-moment noticing of mathematical opportunities and how they reflected on those opportunities both orally and in writing. A faculty-school collaboration program was set up to enable preservice teachers to work with students in a school setting throughout a year. Ten…

The introduction of large language models (LLMs) may change future pedagogical practices. Current research mainly focuses on the use of LLMs to tutor students, while the exploration of LLMs' potential to assist teachers is limited. Taking high school mathematics as an example, we propose a method that utilizes LLMs to enhance the quality of…

We outline the structure of a term-long graduate course on teaching undergraduate mathematics. We analyze reflections written by the graduate students participating in the course to understand how they experienced the course and how the course impacted their beliefs about teaching. We find that students enjoy the course and find it to be useful.…

Reimagining elementary mathematics pedagogy using a three-step process--See It, Say It, Symbolize It--author Patrick L. Sullivan provides a guide for developing a dynamic and flexible understanding of numbers and operations. By helping students develop a language that is consistent across concepts and connecting it to what is seen and symbolized,…

With the aim of strengthening mathematics teaching | learning, classroom video is increasingly used as a tool for teachers to reflect on their practice. In the first phase of a two-phase design-based study, a group of primary teachers selected, viewed and discussed video excerpts from mathematics lessons. Engaging with and working to reconcile…

New Visions for Public Schools is in the third year of supporting a network of 18 New York City public schools to address uneven student success in Algebra 1. One of the ways New Visions is helping schools achieve greater equity in algebra is by supporting them to use a shared curriculum. But how is it known if the shared curriculum is making a…

Coming from a social perspective, we introduce a classroom organizational frame, where students' proofs progress from collaborative construction in small groups, through whole-class presentation at the board by one of the constructors, to a posteriori reflection. This design is informed by a view on proofs as successive social processes in the…

This study draws upon critical bifocality (Chen & Horn, 2022) and intersectional frameworks (Collins, 2019; Crenshaw, 1989) to detail critical consciousness development over time in justice-oriented elementary mathematics educators. Specifically, a Critical Participatory Inquiry (CPI) approach facilitated collective theorizing amongst myself…

Online learning platforms take over a new role in education, especially in times of the COVID-19 pandemic. This paper will discuss pre-service teachers' reflections on attitudes towards online learning platforms and the respective changes due to an online training of using this digital tool in mathematics classes. The special training took place…

This study investigated how three fifth-grade students' understanding of fraction and decimal magnitude evolved over the course of a five-week teaching experiment. Students participated in teaching and learning sessions focused on developing concepts of fraction and decimal magnitude. The following questions guided this study: (1) How do fifth…

Drawing on data collected from one coaching cycle during mathematics instruction for one coach-teacher dyad, this study explores one instructional coach's discursive enactment of their coaching stance. Qualitative analyses indicate that there was dissonance between the coach's stance for coaching and their discursive enactment of coaching, and…

This article reports on a framework for collective professional learning and its influence on the development of four early-career mathematics teacher educators as they work to transform their practice. The Collective Reflection for Change (CRC) framework centers on a shared referent to orient collaborative noticing and wondering. Findings from an…

This research explores the impact of integrating Reflective Pedagogy within Mathematical Knowledge for Teaching (MKT), framed by the TPACK model, on enhancing mathematics proficiency in Rwandan Teacher Training Colleges (TTCs). The study involved 433 Year 2 TTC students in the Science and Mathematics Education program using a quasi-experimental…

This research aims to explore both the individual and combined relationships between the use of GeoGebra and productive disposition with students' strategic competence. The use of GeoGebra involves teacher-led activities designed to assist students in managing and engaging with learning, serving as a tool to enhance mathematics learning outcomes.…