skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


This content will become publicly available on November 7, 2025

Title: Developing adaptive expertise: Examining opportunities for reflective practices during a studio day cycle
Engaging teachers in reflective practices is recognized as a crucial component of their adaptive expertise development. Drawing on this perspective of adaptive expertise development, we qualitatively examined how the design and structure of a Studio Day professional learning cycle afforded opportunities for reflective practice for secondary in-service mathematics teachers. We found that small group reflections, immediate reflections-on-action, and the use of videos afforded notable instances of reflective practices throughout the Studio Day Cycle that supported teachers’ development of adaptive expertise of equity-based, language-responsive teaching. We suggest that Studio Day Cycles are one avenue to better support in-service teachers’ development of adaptive expertise of mathematics language routines and multilingual learner core practices.  more » « less
Award ID(s):
2144027
PAR ID:
10579618
Author(s) / Creator(s):
; ; ; ; ;
Corporate Creator(s):
Editor(s):
Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A
Publisher / Repository:
Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Date Published:
Page Range / eLocation ID:
1360-1369
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    We examined teachers’ development of adaptive expertise of mathematics language routines (MLRs) as they engaged in Studio Day professional learning focused on the MLR Compare and Connect. We collected video data from pre- and post-Studio Day meetings, as well as debriefs and their lesson enactments. We analyzed the data using three dimensions of adaptive expertise: flexibility, deeper level of understanding, and deliberate practice. We share a case study of a teacher exhibiting dimensions of adaptive expertise during the Studio Day Cycle through the use of a gallery walk. The teacher’s enactment of the MLR Compare and Connect provides an image of a teacher’s adaptive expertise of this MLR and helps us understand these MLRs and how teachers use and make sense of them in their instruction. 
    more » « less
  2. ; ; (, Proceedings of the forty-sixth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Kosko, K W; Caniglia, J; Courtney, S A; Zolfaghari, M; Morris, G A (Ed.)
    Our work uses Studio Day Cycles (Von Esch & Kavanagh, 2018) focused on the integration and development of mathematics language routines (MLRs; Zweirs et al., 2017). Our conceptual framework draws on two key ideas: communities of practice (Lave & Wenger, 1991) and teacher communities (CoP; Grossman et al., 2001). We discuss each and how they interact with each other. Therefore, our research question was: How, if at all, did a Studio Day Cycle establish a teacher learning community to support teachers to engage in reflection around use of the MLRs? 
    more » « less
  3. ; ; ; ; ; ; ; (, International Society of the Learning Sciences)
    Scholars have suggested that one way to promote informed decision making about pressing socioscientific issues is to incorporate epistemic practices in science curricula. However, a key factor in teaching with such curricula is whether and how teachers can adapt instruction from their routine teaching approaches. Through an adaptive expertise lens, in this study, we examine how two teachers, teaching with agent-based computational complex systems models, varied in their implementations of epistemic practices and how consequently students' performance on epistemic practices was impacted. Through qualitative analyses of two teachers’ implementation recordings, this study examines teachers’ adaptive expertise in curricular implementations that aim at promoting student epistemic practices and provides examples of high and low levels of adaptive expertise that result in distinct student classroom experiences. This study carries implications for future teacher professional development geared towards improving students' epistemic practices. 
    more » « less
  4. ; ; ; (, School Science and Mathematics)
    Abstract Elementary teachers are underprepared to teach mathematics, and there is a lack of field‐based support for mathematics‐specific pedagogies in the elementary grades. To address this theory to practice gap, we developed an innovative model of fieldwork that draws on the expertise of in‐service teachers (elementary mathematics specialists [EMSs]) who had recently completed a K–5 mathematics endorsement to work in the role of university supervisors supporting beginning teachers (BTs) in initial fieldwork. We argue that this model has three key aspects that will support BTs bridging the theory to practice gap: (1) as in‐service teachers the EMSs are keenly connected to the context of schools; (2) recent experience in university coursework in mathematics while serving as in‐service teachers required the EMSs to navigate the theory to practice gap themselves; (3) one‐on‐one mentorship supports strong and trusting relationships. Drawing on data from a 3‐year study we found that EMSs brought intimate knowledge of the school context and knowledge of the mathematics‐specific pedagogies taught at the university. These connections to the field and the university allowed EMSs to support BTs in implementing research‐based practices in their mathematics lessons that went against the norms of their school settings. 
    more » « less
  5. ; ; ; ; ; (, Journal of interdisciplinary teacher leadership)
    This study investigated the influence of immersive classroom simulation activities on the development of elementary pre-service teachers in two separate mathematics and science education courses that simultaneously focus on pedagogy and content. Participants submitted written personal reflections about their teaching experiences using the immersive classroom simulation activities. These reflections were analyzed for common emergent themes within and across courses. The participants discussed the benefits of the immersive classroom simulation activities in their written personal reflections. They viewed the experience as helpful in developing their skills as a practicing teacher in mathematics and science. Specifically, participants identified three sub-themes including: (a) the immersive classroom simulation activities as being beneficial by providing more authentic real-life teaching experiences than those experienced during peer-group teaching activities; (b) the importance of holding complete and appropriate understandings of content when teaching mathematics and science; and (c) the role of deep content knowledge in the process of developing high quality questions for students. This study has shown immersive classroom simulation activities to be a viable alternative for teacher education programs to engage elementary pre- service teachers in developing skills regarding classroom mathematics and science discourse. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email