Search for: All records

Teacher noticing activities are common in teachers’ professional learning programs, and research is needed to understand what they afford. Teachers’ annotations of representations of practice offer a useful data source for studying noticing, yet many analyses rely on frequencybased methods that treat noticing dimensions as independent categories. Such approaches have limited capacity to capture how different aspects of noticing are coordinated within a single lesson moment. This paper explores the use of frequency-based analysis and Epistemic Network Analysis (ENA) to investigate how dimensions of teacher noticing relate to each other in the annotations of storyboard-based lesson representations. We apply and compare both approaches to illustrate their complementary analytic affordances. 

Teachers may perceive student work in terms of its alignment with instructional norms (normativity) and its potential to advance lesson goals (serviceability), yet how these distinctions surface in professional discourse remains underexplored. This paper uses natural language processing to analyze discourse from 45 professional development meetings involving 77 in-service mathematics teachers who discussed student work artifacts while designing a geometry lesson storyboard. We find that teachers maintained a consistently positive evaluative stance toward all student work artifacts. Semantic patterns suggest that teachers often juxtaposed artifacts, using pairing as a strategy to position diverse approaches while seemingly compensating for perceived limitations in advancing the lesson goal. Talk amount trended higher for less normative artifacts — consistent with prior research — but did not reach statistical significance, likely due to small sizes at the artifact level. 

This study investigates how secondary mathematics teachers from diverse professional and cultural contexts—U.S. vs. non-U.S. in this study—recognize and attend to instructional features within problem-based but teacher-centered lesson representations. A cross-case analysis of asynchronous annotations from the teachers across five countries (Bulgaria, India, the Philippines, South Africa, and the U.S.) revealed that U.S. teachers were significantly more likely to identify the lack of student voice as a notable departure from expected practice. Conversely, many non-U.S. teachers attended to and positively evaluated the teacher’s guidance in the lesson. Overall, these findings suggest that teachers from different pedagogical contexts may bring different expectations and assumptions to their interpretation of instructional materials. 

We explore the hypothesis that mathematics teacher educators have professional obligations that constitute resources and constraints for managing practice-based professional development (PD). We do so by inspecting how twelve facilitators from varied institutional positions, who led a two-year implementation of StoryCircles, reflected on their work of facilitation. We interviewed them with a protocol that made explicit the hypothesis above. Using caricature analysis inspired by The Lord of the Rings, where a fellowship of companions supports one individual in carrying the Ring, we developed facilitator caricatures that capture different orientations that facilitators can take when supporting teachers’ professional development. Findings reveal that while all facilitators recognized disciplinary, interpersonal, individual, and institutional obligations as relevant to their work, what distinguished them was which obligation they treated as the anchor in moments of uncertainty, reflecting the multiple sources of legitimacy for knowledge of mathematics teaching practice that facilitators may recognize when that practice becomes the content of PD. This study contributes to theorizing the professional obligations that shape facilitation of practice-based mathematics PD and how facilitator identity is jointly constituted by systemic affordances and the personal resources individual facilitators bring to their role. 

We examine changes in teachers’ performance selecting student work for discussion in a problem-based lesson after participating in a simulation of reviewing student work. Using measures that describe how participants engaged in the simulation, we show that participants whose behaviour in the learning simulation showed attention to student work which was serviceable for the instructional goal of the lesson were likely to be those who made the largest gains in performance after the learning simulation. 

We explore practice-based mathematics teacher education through the lens of instructional exchanges, focusing on how participants in mathematics teacher education examine student work in approximations of problem-based lessons. We propose three mathematically-specific categories of perception—responsiveness, serviceability, and normativity—that can be the learning content at stake in those activities. These categories exemplify distinctively mathematical teaching competencies that mathematics teacher educators may cultivate. 

Double-strand break (DSB) repair occurs through non-homologous end joining (NHEJ) or homologous recombination (HR). To identify non-canonical factors that influence DSB repair outcomes, we parsed data from pooled genetic screens. Through this approach, we identified the splicing factor SFPQ, which has been previously reported to associate with DSBs and promote repair. Here, we show that SFPQ depletion alters DSB repair via HR. However, in contrast to other published work, we find that SFPQ does not localize to DSBs but instead stabilizes the expression of RAD51 and its paralogs independently of p53 activation or DNA damage. Our findings suggest that SFPQ contributes to constitutive DSB repair by maintaining RAD51 paralog mRNA stability rather than through direct interaction with DSBs or RAD51 proteins. Ultimately, our results highlight indirect mechanisms by which RNA-binding proteins can influence genome stability. 

In this presentation, we share about the potential of StoryCircles to act as a “third space” for teacher professional development. StoryCircles blend classroom practice with collaborative peer engagement, fostering reflective learning and bridging the divide between individual experiences and formal professional development to support meaningful teacher collaboration and growth. 

We report partial analysis of a survey of instructors of undergraduate geometry courses for teachers, attending to how they described the nature of the mathematical work they engage students in and the opportunities to learn that students had. Analysis of latent construct correlations showed that engagement of students in inquiry into geometry was significantly associated with opportunity to learn about mathematical definitions and conjecturing and engagement of students in the study of geometry was significantly associated with opportunity to learn about axioms and about history of geometry. Latent variable means comparisons showed group differences in claimed opportunity to learn between instructors whose highest degree was in mathematics and those whose highest degree was in mathematics education. 

Navigating the challenges in mathematics teacher professional development, StoryCircles emerges as an innovative model, emphasizing collective engagement and virtual experimentation. We introduce a new iteration of StoryCircles, aiming to elevate teaching as a collective endeavor and contribute meaningfully to the knowledge base for teaching. Departing from expert-driven models, this iteration leverages peer feedback across cultural boundaries, transforming the landscape of lesson-centered professional development. We plan to present fi ndings from our implementation, highlighting the potential for a system that enables teachers to actively shape and contribute to lessons, fostering cross-cultural exchanges and building a collective knowledge base for teaching mathematics