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Jared Webb and P. Holt Wilson

ABSTRACT

In this article, we describe rehearsals designed for use in professional development (PD) with secondary mathematics teachers to support them in reimagining and refining their practice. We detail a theoretical framework for learning in PD that informs our rehearsal design. We then share evidence of secondary mathematics teachers’ improvements in classroom practice from a broader study examining their participation in a PD that featured the use of rehearsals and provide examples of the ways two teachers’ rehearsals of the practice of monitoring students’ engagement with mathematics corresponded to changes in their practice. We conclude with a set of considerations and revisions to our design and a discussion of the role of mathematics teacher educators in supporting teachers in expanding their practice toward more ambitious purposes for students’ mathematical learning.

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P. Holt Wilson, Marrielle Myers, Cyndi Edgington, and Jere Confrey

Teaching young children to create equal-size groups is your treasure map for building students' flexible, connected understanding of and reasoning about ratios, fractions, and multiplicative operations.

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P. Holt Wilson, Cynthia P. Edgington, Kenny H. Nguyen, Ryan C. Pescosolido, and Jere Confrey

Develop and strengthen students' rational number sense with problems that emphasize equipartitioning.

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P. Holt Wilson, Hollylynne Stohl Lee, and Karen F. Hollebrands

This study investigated the processes used by prospective mathematics teachers as they examined middle-school students' work solving statistical problems using a computer software program. Students' work on the tasks was captured in a videocase used by prospective teachers enrolled in a mathematics education course focused on teaching secondary mathematics with technology. The researchers developed a model for characterizing prospective teachers' attention to students' work and actions and interpretations of students' mathematical thinking. The model facilitated the identification of four categories: describing, comparing, inferring, and restructuring. Ways in which the model may be used by other researchers and implications for the design of pedagogical tasks for prospective teachers are discussed.

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Cyndi Edgington, P. Holt Wilson, Paola Sztajn, and Jared Webb

Mathematics teacher educators play a critical role in translating research findings into frameworks that are useful for mathematics teachers in their daily practice. In this article, we describe the development of a representation that brings together four research-based learning trajectories on number and operations. We detail our design process, present the ways in which we shared this representation with teachers during a professional development project, and provide evidence of the ways teachers used this translation of research into a pedagogical tool to make sense of students' mathematics. We conclude with revisions to the representation based on our analysis and discuss the role of mathematics teacher educators in translating research findings into useful tools for teachers.