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Creators/Authors contains: "Champion, Joe"

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  1. ; ; ; (, Mathematics Teacher Educator)
    Two broad categories of instructional practices, (a) explicitly attending to concepts and (b) fostering students’ opportunities to struggle, have been consistently linked to improving students’ mathematical learning and achievement. In this article, we describe an effort to build these practices into a framework that is useful for a diverse set of professional development (PD) offerings. We describe three examples of how the framework is used to support teacher learning and classroom instructional practice: a state-mandated course, lesson studies, and a large-scale teacher–researcher alliance. Initial findings suggest that consistently emphasizing this framework provides both content and structural guidance during PD development and gives coherence and focus to teachers’ PD experiences. 
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  2. ; ; (, PME-NA 2020 Conference Proceedings)
    Sacristán, A. I.; Cortés-Zavala, J. C.; Ruiz-Arias, P. M. (Ed.)
    One of the most intransigent problems in mathematics education is the culturally-influenced divide between classroom practice and educational research. This paper describes our explicit attempt to bridge that divide by translating research on instructional practices linked to improving students’ mathematics achievement into a brief guide outlining constructs, features, strategies, routines, and tools for use in a teacher-researcher alliance. We outline the design and development process, share the guide itself, and summarize data addressing the utility of the guide for a research and professional development project in which 100 U.S. Grades 6-8 teachers are collaborating to improve middle grades modeling and problem solving achievement. 
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