Designing Rehearsals for Secondary Mathematics Teachers to Refine Practice

Bakker, A. (2018). Design research in education: A practical guide for early career researchers. Routledge.

• Crossref
Bakker, A. (2018). Design research in education: A practical guide for early career researchers. Routledge.10.4324/9780203701010)| false
• Search Google Scholar
• Export Citation

Ball, D. L. , & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In Teaching as the learning profession: Handbook of policy and practice (pp. 3–22). Wiley.

Ball, D. L. , & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In Teaching as the learning profession: Handbook of policy and practice (pp. 3–22). Wiley.)| false
• Search Google Scholar
• Export Citation

Bartell, T. , Koestler, C. , & Foote, M. Q. (2021). Mathematics teachers’ understanding of privilege and oppression. Mathematics Teacher Educator, 9(3), 168–183.

• Crossref
Bartell, T. , Koestler, C. , & Foote, M. Q. (2021). Mathematics teachers’ understanding of privilege and oppression. Mathematics Teacher Educator, 9(3), 168–183.10.5951/MTE.2020.0014)| false
• Search Google Scholar
• Export Citation

Boaler, J. , & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110, 608–645.

• Crossref
Boaler, J. , & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers College Record, 110, 608–645.10.1177/016146810811000302)| false
• Search Google Scholar
• Export Citation

Boston, M. , Bostic, J. , Lesseig, K. , & Sherman, M. (2015). A comparison of mathematics classroom observation protocols. Mathematics Teacher Educator, 3(2), 154–175.

• Crossref
Boston, M. , Bostic, J. , Lesseig, K. , & Sherman, M. (2015). A comparison of mathematics classroom observation protocols. Mathematics Teacher Educator, 3(2), 154–175.10.5951/mathteaceduc.3.2.0154)| false
• Search Google Scholar
• Export Citation

Boston, M. D. , & Smith, M. S. (2011). A ‘task-centric approach’ to professional development: Enhancing and sustaining mathematics teachers’ ability to implement cognitively challenging mathematical tasks. ZDM, 43(6–7), 965–977.

• Crossref
Boston, M. D. , & Smith, M. S. (2011). A ‘task-centric approach’ to professional development: Enhancing and sustaining mathematics teachers’ ability to implement cognitively challenging mathematical tasks. ZDM, 43(6–7), 965–977.10.1007/s11858-011-0353-2)| false
• Search Google Scholar
• Export Citation

Boston, M. , & Wolf, M. K. (2006). Assessing academic rigor in mathematics instruction: The development of the instructional quality assessment toolkit. CSE Technical Report 672. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Boston, M. , & Wolf, M. K. (2006). Assessing academic rigor in mathematics instruction: The development of the instructional quality assessment toolkit. CSE Technical Report 672. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).)| false
• Search Google Scholar
• Export Citation

Bransford, J. D. , Brown, A. L. , & Cocking, R. R. (2000). How people learn (Vol. 11). National Academies Press.

Bransford, J. D. , Brown, A. L. , & Cocking, R. R. (2000). How people learn (Vol. 11). National Academies Press.)| false
• Search Google Scholar
• Export Citation

Campbell, M. P. , & Elliott, R. (2015). Designing approximations of practice and conceptualizing responsive and practice-focused secondary mathematics teacher education. Mathematics Teacher Education and Development, 17(2), 146–164.

Campbell, M. P. , & Elliott, R. (2015). Designing approximations of practice and conceptualizing responsive and practice-focused secondary mathematics teacher education. Mathematics Teacher Education and Development, 17(2), 146–164.)| false
• Search Google Scholar
• Export Citation

Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and teacher education, 16(5–6), 523–545.

• Crossref
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and teacher education, 16(5–6), 523–545.10.1016/S0742-051X(00)00015-9)| false
• Search Google Scholar
• Export Citation

Darling-Hammond, L. , Wei, R. C. , Andree, A. , Richardson, N. , & Orphanos, S. (2009). Professional learning in the learning profession. National Staff Development Council.

Darling-Hammond, L. , Wei, R. C. , Andree, A. , Richardson, N. , & Orphanos, S. (2009). Professional learning in the learning profession. National Staff Development Council.)| false
• Search Google Scholar
• Export Citation

Design-Based Research Collaborative. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.

Design-Based Research Collaborative. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.)| false
• Search Google Scholar
• Export Citation

Faulkner, V. , Hollebrands, K. , Elrod, E. , & West, H. (2021). Equity, identity, and power: Disrupting neutrality myths. Mathematics Teacher Educator, 9(3), 163–167.

• Crossref
Faulkner, V. , Hollebrands, K. , Elrod, E. , & West, H. (2021). Equity, identity, and power: Disrupting neutrality myths. Mathematics Teacher Educator, 9(3), 163–167.10.5951/MTE.2021.0011)| false
• Search Google Scholar
• Export Citation

Franke, M. L. , Webb, N. M. , Chan, A. G. , Ing, M. , Freund, D. , & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60(4), 380–392.

• Crossref
Franke, M. L. , Webb, N. M. , Chan, A. G. , Ing, M. , Freund, D. , & Battey, D. (2009). Teacher questioning to elicit students’ mathematical thinking in elementary school classrooms. Journal of Teacher Education, 60(4), 380–392.10.1177/0022487109339906)| false
• Search Google Scholar
• Export Citation

Grossman, P. (2018). Teaching core practices in teacher education. Harvard Education Press.

Grossman, P. (2018). Teaching core practices in teacher education. Harvard Education Press.)| false
• Search Google Scholar
• Export Citation

Grossman, P. , Compton, C. , Igra, D. , Ronfeldt, M. , Emily, S. , & Williamson, P. W. (2009). Teaching practice: A cross-professional perspective. Teachers College Record: The Voice of Scholarship in Education, 111(9), 2055–2100.

• Crossref
Grossman, P. , Compton, C. , Igra, D. , Ronfeldt, M. , Emily, S. , & Williamson, P. W. (2009). Teaching practice: A cross-professional perspective. Teachers College Record: The Voice of Scholarship in Education, 111(9), 2055–2100.10.1177/016146810911100905)| false
• Search Google Scholar
• Export Citation

Gutierrez, R. , Gerardo, J. M. , Vargas, G. , & Irving, S. E. (2017). Rehearsing for the politics of teaching mathematics. In S. E. Kastberg , A. M. Tyminski , A. E. Lischka , & W. B. Sanchez (Eds.), Building support for scholarly practices in mathematics methods (pp. 149–164). Information Age Publishing.

Gutierrez, R. , Gerardo, J. M. , Vargas, G. , & Irving, S. E. (2017). Rehearsing for the politics of teaching mathematics. In S. E. Kastberg , A. M. Tyminski , A. E. Lischka , & W. B. Sanchez (Eds.), Building support for scholarly practices in mathematics methods (pp. 149–164). Information Age Publishing.)| false
• Search Google Scholar
• Export Citation

Jackson, K. , & Cobb, P. (2010, May). Refining a vision of ambitious mathematics instruction to address issues of equity [Conference presentation]. Annual meeting of the American Educational Research Association, Denver, CO.

Jackson, K. , & Cobb, P. (2010, May). Refining a vision of ambitious mathematics instruction to address issues of equity [Conference presentation]. Annual meeting of the American Educational Research Association, Denver, CO.)| false
• Search Google Scholar
• Export Citation

Jackson, K. , Garrison, A. , Wilson, J. , Gibbons, L. , & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 44(4), 646–682.

• Crossref
Jackson, K. , Garrison, A. , Wilson, J. , Gibbons, L. , & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 44(4), 646–682.10.5951/jresematheduc.44.4.0646)| false
• Search Google Scholar
• Export Citation

Jacobs, V. R. , & Spangler, D. A. (2017). Research on core practices in K–12 mathematics teaching. In J. Cai (Ed.), Compendium for research in mathematics education. National Council of Teachers of Mathematics.

Jacobs, V. R. , & Spangler, D. A. (2017). Research on core practices in K–12 mathematics teaching. In J. Cai (Ed.), Compendium for research in mathematics education. National Council of Teachers of Mathematics.)| false
• Search Google Scholar
• Export Citation

Jessup, N. , Webb, J. , & Wilson, P.H. (2015). Designing professional learning tasks for learning to pose probing questions [Conference presentation]. Thirty-seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 99). Michigan State University.

Jessup, N. , Webb, J. , & Wilson, P.H. (2015). Designing professional learning tasks for learning to pose probing questions [Conference presentation]. Thirty-seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 99). Michigan State University.)| false
• Search Google Scholar
• Export Citation

Junker, B. W. , Weisberg, Y. , Matsumura, L. C. , Crosson, A. , Wolf, M. , Levison, A. , & Resnick, L. (2005). Overview of the instructional quality assessment. Regents of the University of California.

Junker, B. W. , Weisberg, Y. , Matsumura, L. C. , Crosson, A. , Wolf, M. , Levison, A. , & Resnick, L. (2005). Overview of the instructional quality assessment. Regents of the University of California.)| false
• Search Google Scholar
• Export Citation

Kavanagh, S. S. , & Danielson, K. A. (2020). Practicing justice, justifying practice: Toward critical practice teacher education. American Educational Research Journal, 57(1), 69–105.

• Crossref
Kavanagh, S. S. , & Danielson, K. A. (2020). Practicing justice, justifying practice: Toward critical practice teacher education. American Educational Research Journal, 57(1), 69–105.10.3102/0002831219848691)| false
• Search Google Scholar
• Export Citation

Kazemi, E. , & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203–235.

• Crossref
Kazemi, E. , & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203–235.10.1023/B:JMTE.0000033084.26326.19)| false
• Search Google Scholar
• Export Citation

Kazemi, E. , Ghousseini, H. , Cunard, A. , & Turrou, A. C. (2016). Getting inside rehearsals insights from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 18–31.

• Crossref
Kazemi, E. , Ghousseini, H. , Cunard, A. , & Turrou, A. C. (2016). Getting inside rehearsals insights from teacher educators to support work on complex practice. Journal of Teacher Education, 67(1), 18–31.10.1177/0022487115615191)| false
• Search Google Scholar
• Export Citation

Kazemi, E. , & Stipek, D. (2001). Promoting conceptual understanding in four upper-elementary mathematics classrooms. The Elementary School Journal, 102(1), 59–80.

• Crossref
Kazemi, E. , & Stipek, D. (2001). Promoting conceptual understanding in four upper-elementary mathematics classrooms. The Elementary School Journal, 102(1), 59–80.10.1086/499693)| false
• Search Google Scholar
• Export Citation

Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1–2), 21–34.

• Crossref
Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61(1–2), 21–34.10.1177/0022487109347321)| false
• Search Google Scholar
• Export Citation

Lampert, M. , Beasley, H. , Ghousseini, H. , Kazemi, E. , & Franke, M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In M. K. Stein & L. Kucan (Eds.), Instructional explanations in the discipline (pp. 129–141). Springer.

Lampert, M. , Beasley, H. , Ghousseini, H. , Kazemi, E. , & Franke, M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In M. K. Stein & L. Kucan (Eds.), Instructional explanations in the discipline (pp. 129–141). Springer.)| false
• Search Google Scholar
• Export Citation

Lampert, M. , Franke, M. L. , Kazemi, E. , Ghousseini, H. , Turrou, A. C. , Beasley, H. , Cunard, A. , & Crowe, K. (2013). Keeping it complex using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243.

• Crossref
Lampert, M. , Franke, M. L. , Kazemi, E. , Ghousseini, H. , Turrou, A. C. , Beasley, H. , Cunard, A. , & Crowe, K. (2013). Keeping it complex using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243.10.1177/0022487112473837)| false
• Search Google Scholar
• Export Citation

Lieberman, A. , & Pointer-Mace, D. (2010). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61(1–2), 77–88.

• Crossref
Lieberman, A. , & Pointer-Mace, D. (2010). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61(1–2), 77–88.10.1177/0022487109347319)| false
• Search Google Scholar
• Export Citation

McDonald, M. , Kazemi, E. , & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386.

• Crossref
McDonald, M. , Kazemi, E. , & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386.10.1177/0022487113493807)| false
• Search Google Scholar
• Export Citation

Munter, C. , Stein, M. K. , & Smith, M. A. (2015). Dialogic and direct instruction: Two distinct models of mathematics instruction and the debate(s) surrounding them. Teachers College Record: The Voice of Scholarship in Education, 117(11), 1–32.

• Crossref
Munter, C. , Stein, M. K. , & Smith, M. A. (2015). Dialogic and direct instruction: Two distinct models of mathematics instruction and the debate(s) surrounding them. Teachers College Record: The Voice of Scholarship in Education, 117(11), 1–32.10.1177/016146811511701102)| false
• Search Google Scholar
• Export Citation

National Council of Teachers of Mathematics. (2009). Focus in high school mathematics: Reasoning and sensemaking.

National Council of Teachers of Mathematics. (2009). Focus in high school mathematics: Reasoning and sensemaking.)| false
• Search Google Scholar
• Export Citation

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.

National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all.)| false
• Search Google Scholar
• Export Citation

Philip, T. M. , Souto-Manning, M. , Anderson, L. , Horn, I. J. , Carter Andrews, D. , Stillman, J. , & Varghese, M. (2019). Making justice peripheral by constructing practice as “core": How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251–264.

• Crossref
Philip, T. M. , Souto-Manning, M. , Anderson, L. , Horn, I. J. , Carter Andrews, D. , Stillman, J. , & Varghese, M. (2019). Making justice peripheral by constructing practice as “core": How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251–264.10.1177/0022487118798324)| false
• Search Google Scholar
• Export Citation

Sherin, M. , Jacobs, V. , & Philipp, R. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. Routledge.

• Crossref
Sherin, M. , Jacobs, V. , & Philipp, R. (Eds.). (2011). Mathematics teacher noticing: Seeing through teachers’ eyes. Routledge.10.4324/9780203832714)| false
• Search Google Scholar
• Export Citation

Silver, E. A. , Clark, L. M. , Ghousseini, H. N. , Charalambous, C. Y. , & Sealy, J. T. (2007). Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks. Journal of Mathematics Teacher Education, 10(4–6), 261–277.

• Crossref
Silver, E. A. , Clark, L. M. , Ghousseini, H. N. , Charalambous, C. Y. , & Sealy, J. T. (2007). Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks. Journal of Mathematics Teacher Education, 10(4–6), 261–277.10.1007/s10857-007-9039-7)| false
• Search Google Scholar
• Export Citation

Smith, M. S. , & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. National Council of Teachers of Mathematics.

Smith, M. S. , & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. National Council of Teachers of Mathematics.)| false
• Search Google Scholar
• Export Citation

Sztajn, P. (2008). Caring relations in the education of practising mathematics teachers. In B. Jaworski & T. Woods (Eds.), International handbook of mathematics teacher education, Vol. 4—The mathematics teacher educator as a developing professional (pp. 299–314). Sense Publishers.

Sztajn, P. (2008). Caring relations in the education of practising mathematics teachers. In B. Jaworski & T. Woods (Eds.), International handbook of mathematics teacher education, Vol. 4—The mathematics teacher educator as a developing professional (pp. 299–314). Sense Publishers.)| false
• Search Google Scholar
• Export Citation

Sztajn, P. , Wilson, P. H. , Edgington, C. , Myers, M., & Partner Teachers. (2014). Mathematics professional development as design for boundary encounters. ZDM, 46(2), 201–212.

• Crossref
Sztajn, P. , Wilson, P. H. , Edgington, C. , Myers, M., & Partner Teachers. (2014). Mathematics professional development as design for boundary encounters. ZDM, 46(2), 201–212.10.1007/s11858-013-0560-0)| false
• Search Google Scholar
• Export Citation

van Es, E. A. , & Sherin, M. G. (2006). How different video club designs support teachers in “learning to notice". Journal of Computing in Teacher Education, 22(4), 125–136.

van Es, E. A. , & Sherin, M. G. (2006). How different video club designs support teachers in “learning to notice". Journal of Computing in Teacher Education, 22(4), 125–136.)| false
• Search Google Scholar
• Export Citation

Webb, J. (2018). Conceptualizing and investigating mathematics teacher learning of practice. ProQuest LLC.

Webb, J. (2018). Conceptualizing and investigating mathematics teacher learning of practice. ProQuest LLC.)| false
• Search Google Scholar
• Export Citation

Webb, J. , Wilson, P. H. , Martin, M. , & Duggan, A. (2015). Teacher learning of instructional practices in professional development [Conference presentation]. In T. Bartell , K. Bieda , R. Putnam , K. Bradfield , & H. Dominguez (Eds.), Thirty-seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 836–843). Michigan State University.

Webb, J. , Wilson, P. H. , Martin, M. , & Duggan, A. (2015). Teacher learning of instructional practices in professional development [Conference presentation]. In T. Bartell , K. Bieda , R. Putnam , K. Bradfield , & H. Dominguez (Eds.), Thirty-seventh annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 836–843). Michigan State University.)| false
• Search Google Scholar
• Export Citation

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

• Crossref
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.10.1017/CBO9780511803932)| false
• Search Google Scholar
• Export Citation

Weiss, I. R. , Pasley, J. D. , Smith, P. S. , Banilower, E. R. , & Heck, D. J. (2003). Looking inside the classroom. Horizon Research.

Weiss, I. R. , Pasley, J. D. , Smith, P. S. , Banilower, E. R. , & Heck, D. J. (2003). Looking inside the classroom. Horizon Research.)| false
• Search Google Scholar
• Export Citation

Wilson, P. H. , Sztajn, P. , Edgington, C. , Webb, J. , & Myers, M. (2017). Changes in teachers’ discourse about students in a professional development on learning trajectories. American Educational Research Journal, 54(3), 568–604.

• Crossref
Wilson, P. H. , Sztajn, P. , Edgington, C. , Webb, J. , & Myers, M. (2017). Changes in teachers’ discourse about students in a professional development on learning trajectories. American Educational Research Journal, 54(3), 568–604.10.3102/0002831217693801)| false
• Search Google Scholar
• Export Citation