In this article, I share a design-based research intervention meant to help mathematics district leaders build their capacity to engage with research quality. I present my design (i.e., principles, key features, and intervention structure) and elaborate on how the features of the design allowed for mathematics district leaders’ sensemaking of educational research quality, especially regarding the process for collecting data and research implications. I conclude with recommendations for mathematics teacher educators on how they might adapt my design to their contexts.

Contributor Notes

F. Paul Wonsavage, Lastinger Center for Learning, College of Education, University of Florida, Gainesville, FL 32611

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2023
Page Count:
25
Article Category:
Research Article
Print Publication Date:
01 Sep 2023
Online Publication Date:
01 Sep 2023
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