We draw on research into the durability of sociomathematical and professional norms to make a case for attending to productive norms in teacher education experiences. We illustrate that productive norms have the potential to support teacher learning by (a) improving teachers' own mathematical understanding, particularly of specialized content knowledge; (b) supporting teachers to productively view and analyze classroom practice; (c) providing teachers an experiential basis for thinking about fostering productive norms in their classrooms; and (d) helping teachers to develop professional dispositions that support continued learning from practice. This work points to the importance of intentionally considering the norms cultivated in teacher education experiences, assessing their productivity, and strategically focusing on those that provide the best support for teacher learning.
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Laura R. Van Zoest and Shari L. Stockero
Shari L. Stockero and Laura R. Van Zoest
Teachers often have students publicly share their mathematical thinking as part of classroom instruction. Before reading further, we invite you to stop and think about this practice by writing down your responses to the following two questions:
Laura R. Van Zoest, Shari L. Stockero, Blake E. Peterson, and Keith R. Leatham
Learn why collecting, clarifying, and revoicing—often great teaching moves—do not always work.
