Here is support for coaches who work in diverse contexts to integrate high-leverage teaching and coaching practices with specific attention to mathematics content.

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Contributor Notes

Courtney Baker, cbaker@gmu.edu, is an assistant professor of mathematics education at George Mason University (GMU) in Fairfax, Virginia. Her research interests focus on the development of mathematics coaches and teacher leaders.

Melinda C. Knapp, Melinda.Knapp@osucascades.edu, is an Instructor at Oregon State University–Cascades, where she works with teacher candidates and practicing teachers. She is interested in university-school district partnerships and professional development that supports prospective and practicing teachers in creating discourse-rich mathematics classrooms.

Terrie Galanti, tgalanti@gmu.edu, is a doctoral student at GMU. As a high school mathematics teacher and engineer, she sees a mathematician in each and every student.

(Corresponding author is Baker cbaker@gmu.edu)
(Corresponding author is Knapp Melinda.Knapp@osucascades.edu)
(Corresponding author is Galanti tgalanti@gmu.edu)
Teaching Children Mathematics

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