Despite the push for inclusive mathematics education, students with disabilities continue to lack access to, and achievement in, rich mathematics learning opportunities. We assert that mathematics teacher educators have a central role in addressing these contradictions. This role includes enacting facilitative moves during mathematics teacher professional learning to encounter and counter social forces, which we denote in this article as en/counters. As part of a larger study, we explored the extent to which the use of an inclusive education-oriented tool, developed and introduced during a teacher learning program, elicited en/counters that mediated participants' learning toward inclusive mathematics education. We discuss shifts in participants' conversational content and focus on surrounding practices that involved students with disabilities and features of the tool and processes that supported these shifts, including specific facilitative moves that helped redirect deficit-focused conversations.
Paulo Tan and Kathleen King Thorius
Jennifer M. Mayer, Mary Ann Huntley, Nicole L. Fonger and Maria S. Terrell
In a recent Mathematics Teacher article, Fonger and her colleagues explain why teachers should engage in research studies: Researchers working alone lack the information needed to effectively address problems of practice that matter most-problems that are highly contextual and based on teachers' day-to-day experience. (2017, p. 462)
Catherine Lewis and Rebecca Perry
An understanding of fractions eludes many U.S. students, and research-based knowledge about fractions, such as the utility of linear representation, has not broadly influenced instruction. This randomized trial of lesson study supported by mathematical resources assigned 39 educator teams across the United States to locally managed lesson study supported by a fractions lesson study resource kit or to 1 of 2 control conditions. Educators (87% of whom were elementary teachers) self-managed learning over a 3-month period. HLM analyses indicated significantly greater improvement of educators' and students' fractions knowledge for teams randomly assigned to lesson study with resource kits. Results suggest that integrating researchbased resources into lesson study offers a new approach to the problem of “scale-up” by combining the strengths of teacher leadership and research-based knowledge.
Oliver F. Jenkins
Team planning is explored in light of information drawn from professional learning communities.
Hot topics include intervention strategies, assessment, connections, and professional learning collaborations.
Joy A. Oslund and Sandra Crespo
Use these three activities as professional learning community tools to support powerful conversations.
Molly Rothermel Rawding and Susan Call
Two math coaches share their experiences of meeting and working with professional learning teams.
Dorothy Y. White, Carlos Nicolas Gomez, Fred Rushing, Nicholas Hussain, Kristina Patel and Jason Pratt
A professional learning community, or PLC, identifies students' mathematical strengths and shows how the PLC uses the information to support students as mathematical thinkers and doers.
David L. Ellemor-Collins and Robert J. Wright
An approach to detailed assessment involving videotaping clinical interviews. The authors highlight strengths of this approach to help teachers understand children's thinking, inform instruction, and further professional learning.
Listening to children as they engage in challenging mathematics is our greatest resource for professional learning. By attending to children's words, actions, gestures, and the work they produce, we gain new insight into interesting strategies, alternative representations, and sources of difficulty. The editorial panel of Teaching Children Mathematics invites you to submit manuscripts to the “back talk” department. The department is intended to highlight children's mathematical thinking and learning through descriptive narratives and teacher reflections.