Conference Paper“So, They Said Harder Math, Right?” Youth Pedagogical Development in Youth Teacher Debrief SessionsTucker-Raymond, Eli; Yu, Xi; Guttíerrez, Juan; Houston-King, Ashley A.; Frankel, Katherine K.; Freeman, Cliff; Olivares, Maria C.This study explores how young people, aged 14-22, employed as facilitators of math learning for younger children in an out-of-school time organization, talk with each other about their experiences as they participate in a routine known as “debriefs.” Debriefs occur between facilitation sessions and allow opportunities for youth to discuss mathematical ideas and understand their roles as facilitators. They also provide space for youth to begin planning the next facilitation. Through interaction analysis of one typical debrief session, we offer implications for understanding how debriefs contribute to the unique ways that young people develop their pedagogical approaches—a process we call “youth pedagogical development.International Society of the Learning Sciences2023-10-0310506228International Society of the Learning Sciences1250 to 1253https://doi.org/10.22318/icls2023.1012242000511National Science Foundation