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1. Classifying curricular reasoning: Ways for capturing teachers’ curricular decision

   Dingman, Shannon; Teuscher, Dawn; Olson, Travis; Roth_McDuffie, Amy (October 2023, Proceedings for the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Lamberg, T; Moss, D (Ed.)

   Mathematics teachers make numerous decisions that form lessons that in turn greatly influence what students learn. In making these decisions, teachers rely on their curricular reasoning (CR) to decide on what mathematics to teach, how to structure their lesson, and what problems or tasks to use to achieve their lesson goals. However, teachers differ with respect to the sophistication of their CR and the diversity of CR aspects used in their reasoning. In this paper, we detail two ways to classify teachers’ CR: a leveled approach to capture the increasing sophistication of teachers’ CR, and a heat map approach that highlights the extent to which teacher use various CR aspects in their planning. These methods provide stakeholders avenues by which CR can be studied and that teachers’ CR abilities can be further developed. 

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2. Classifying curricular reasoning: Ways for capturing teachers’ curricular decisions.

   Dingman, S; Teuscher, D; Olson, T; Roth_McDuffie, A (October 2023, PME-NA)

   Lamberg, T; Moss, D (Ed.)

   Mathematics teachers make numerous decisions that form lessons that in turn greatly influence what students learn. In making these decisions, teachers rely on their curricular reasoning (CR) to decide on what mathematics to teach, how to structure their lesson, and what problems or tasks to use to achieve their lesson goals. However, teachers differ with respect to the sophistication of their CR and the diversity of CR aspects used in their reasoning. In this paper, we detail two ways to classify teachers’ CR: a leveled approach to capture the increasing sophistication of teachers’ CR, and a heat map approach that highlights the extent to which teacher use various CR aspects in their planning. These methods provide stakeholders avenues by which CR can be studied and that teachers’ CR abilities can be further developed. 

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3. “Do I need to know what I am doing if I am the teacher?” Developing teachers’ debugging pedagogies with physical computing.

   Hennessy Elliott, C.; Gendreau Chakarov, A.; Bush, J. B.; Nixon, J.; Recker, M. (January 2022, International Conference of the Learning Sciences)

   This paper presents findings from a study of middle school science teachers’ professional learning activities designed to support the development of their debugging pedagogies. In two iterations of a professional learning activity, teachers worked to find bugs planted by facilitators in physical computing systems they were learning to integrate into their middle school science classrooms. We examine how teachers navigated the tension between developing their own troubleshooting skills versus supporting students’ skills in resolving inconsistencies between what they expect of the DaSH and what it actually does. We conclude with implications for the design of PL activities for supporting teachers’ debugging pedagogies. 

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4. Teachers creating mathematical models to fairly distribute school funding

   Jung, Hyunyi & (June 2023, The Journal of Mathematical Behavior)

   Our study aims to investigate what teachers do as they draw on their mathematical understanding and personal experiences to engage in social justice-oriented mathematical modeling. We analyze what ideas were expressed by teachers regarding their mathematical identities while they explore, wrestle with, and reconcile the underlying societal values that support mathematical models. We invited groups of teachers to make mathematical models for distributing school funding given real data from diverse, anonymized schools. Our results show that teachers created and refined diverse mathematical models to connect the mathematical world and societal space and these models reflected different societal values. Drawing on their own experiences, teachers expressed a sense of agency and critical consciousness while making decisions about school funding. This study delineates mathematical contents and processes necessary for advancing a societal goal of fairly distributing funds and we explore how teachers connect to this context as learners and members of society. 

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5. Exploring the external domain: Describing the role of collaboration on teacher learning

   Southerland, S. A.; Metcalf, A.; Schellinger, J.; Krishnan, H. (January 2023, National Association for Research in Science Teaching Annual Meeting 2023)

   Researchers of teacher education have long advocated that one of the most essential supports to teacher learning of novel instruction practices comes from collaboration. Much of the collaboration literature focuses on the outcomes of teacher collaboration without providing insight into the nature of collaborations. In this work, we seek to understand the collaboration that occurred between five school biology teachers as they designed, enacted, and reflected on a lesson emerging from professional development focused on productive talk. The questions guiding this work include: What was the focus of the LCD teacher group’s collaboration?, What was the nature of the LCD teacher group’s collaboration? and, What role did the group’s collaboration serve in supporting each teacher’s practice? We found that the collaborative space opened-up opportunities for teachers to discuss their practice for the lesson and outside of the lesson itself. Salient to the collaborative space was a sense of support between the teachers as teachers intensively listened to one another, normalized a problematic issue as well as the emotions that they were experiencing by relating to each other, providing advice and words of encouragement. Teachers’ collaboration eased the work of designing and enacting a conceptually challenging lesson. 

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