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  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.)
    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. 
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    Free, publicly-accessible full text available November 7, 2025