EXPLORING CHANGES IN MATHEMATICS TEACHER PRACTICE FROM PROFESSIONAL DEVELOPMENT ROOTED IN THE TRU FRAMEWORK
Presentation Type
Poster
Faculty Advisor
Joseph DiNapoli
Access Type
Event
Start Date
26-4-2023 11:00 AM
End Date
26-4-2023 12:00 PM
Description
Powerful mathematics classrooms engage all learners with robust, coherent content in meaningful ways. The Teaching for Robust Understanding (TRU; Schoenfeld, 2015) framework outlines a vision of mathematical learning environments wherein all students can become independent mathematical thinkers. However, practicing teachers need support from professional development (PD) to learn to teach with this ambitious vision. Research has shown that, when being supported by effective PD, teachers can make positive changes in their instructional practice, develop teacher knowledge and productive beliefs, and better support student learning in their classrooms (Desimone, 2011). This poster addresses the research question guiding our work: How does participation in PD centered on the collective investigation of video cases grounded in the TRU framework impact teachers’ use of high-quality instructional materials and practice? Informed by sociocultural theory, we employed an evaluative case study methodology to describe, explain, and assess the experiences of one middle school mathematics teacher’s longitudinal participation in a continuous PD model focused on the TRU framework. Data collected includes classroom observation videos from Year 1 and Year 4 and a semi-structured follow-up interview with the participant. Our findings show evidence of TRU-aligned changes in teaching practice as a result of years of participation in the PD model. These findings strengthen the call for PD programs focused on ambitious instructional strategies and suggest design elements of such PD to support effectiveness.
EXPLORING CHANGES IN MATHEMATICS TEACHER PRACTICE FROM PROFESSIONAL DEVELOPMENT ROOTED IN THE TRU FRAMEWORK
Powerful mathematics classrooms engage all learners with robust, coherent content in meaningful ways. The Teaching for Robust Understanding (TRU; Schoenfeld, 2015) framework outlines a vision of mathematical learning environments wherein all students can become independent mathematical thinkers. However, practicing teachers need support from professional development (PD) to learn to teach with this ambitious vision. Research has shown that, when being supported by effective PD, teachers can make positive changes in their instructional practice, develop teacher knowledge and productive beliefs, and better support student learning in their classrooms (Desimone, 2011). This poster addresses the research question guiding our work: How does participation in PD centered on the collective investigation of video cases grounded in the TRU framework impact teachers’ use of high-quality instructional materials and practice? Informed by sociocultural theory, we employed an evaluative case study methodology to describe, explain, and assess the experiences of one middle school mathematics teacher’s longitudinal participation in a continuous PD model focused on the TRU framework. Data collected includes classroom observation videos from Year 1 and Year 4 and a semi-structured follow-up interview with the participant. Our findings show evidence of TRU-aligned changes in teaching practice as a result of years of participation in the PD model. These findings strengthen the call for PD programs focused on ambitious instructional strategies and suggest design elements of such PD to support effectiveness.