Characterizing Mathematics Teacher Learning Patterns through Collegial Conversations in a Community of Practice
A team of students and faculty published their work in the December issue of the Journal of Mathematics Education Leadership (JMEL)
Posted in: Faculty and Student Research, Mathematics Education PhD, Publications, Students and Alumni
Doctoral students Amy Daniel, Helene Leonard, and Youngjun Kim, along with math faculty Dr. Joseph DiNapoli, research associate and doctoral program graduate Dr. Victoria Bonaccorso, and former math faculty Dr. Eileen Murray, recently published an article in the Journal of Mathematics Education Leadership (JMEL). The article drew on sociocultural theory to document the learning patterns of math teachers during ongoing professional development centered around video case studies. They found that collegial conversations, or ones where teachers felt safe to respectfully disagree with and challenge each other, were especially supportive of learning about ambitious mathematics teaching practices.