Working with a mathematics coach and university researchers in a K-4 lesson study, teachers increase their understanding of student abilities in a fair-share sandwich problem.

Contributor Notes

Jennifer Suh,, a professor of mathematics education at George Mason University (GMU) in Fairfax, Virginia, is interested in deepening teachers' understanding of the learning trajectories in mathematics through lesson study.

Sara Birkhead,, is a doctoral candidate at GMU. She is interested in professional development (PD), especially using video of teachers' classrooms.

Rachelle Romero Farmer,, has four years of math coaching and eight years of classroom teaching experience. She is also a PhD student in Math Education Leadership at GMU.

Terrie Galanti,, is a doctoral candidate at GMU. She teaches high school mathematics at South Lakes High School in Reston, Virginia, and facilitates PD for K–12 teachers.

Alexandrea Nietert,, teaches fourth grade at Fort Belvoir Upper Elementary School in Virginia. She is interested in deepening her own learning through student observation and questioning.

Tyler Bauer,, a kindergarten teacher at Fort Belvoir Primary School in Virginia, enjoys spending time with her students and learning alongside them through the teaching experience.

Padmanabhan Seshaiyer,, is a professor of mathematical sciences and serves as the Director of the STEM Accelerator Program and the Center for Outreach in Mathematics Professional Learning and Educational Technology (COMPLETE) at GMU.

(Corresponding author is Suh
(Corresponding author is Birkhead
(Corresponding author is Farmer
(Corresponding author is Galanti
(Corresponding author is Nietert
(Corresponding author is Bauer
(Corresponding author is Seshaiyer
Teaching Children Mathematics
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