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This paper describes how plan-do-study-act cycles engaged a classroom mentor teacher and student teacher in a professional collaboration that resulted in two inquiry activities for high-school geometry classes. The PDSA cycles were carried out in four high school geometry classes, each with 30 to 35 students, in a mid-Atlantic urban school district in the U.S. The four geometry classes were co-taught by the second and third authors of this paper. The data consisted of classroom documents (e.g., activity prompts, tasks), classroom observations, student feedback about activities, and monthly PDSA reports. The PDSA cycles had a direct effect on the professional learning of the teachers. The resultant classroom activities used a data collection approach to engaging students in inquiry to learn about trigonometry functions and density. Student learning behaviors were noticeably improved during these activities compared with traditional mathematics instruction. We concluded that the data collection sequence provided an accessible entry point for students to begin scientific inquiry in mathematics. The process opened the conceptual space for students to develop curiosity about mathematical phenomena and to explore their own research questions. The use of culturally relevant topics was especially compelling to students, and the open-ended nature of these exploratory activities allowed students to see mathematics through their own cultural lenses. 

This study examined the use of the PrimeD framework to improve secondary (Grades 7-12) mathematics teacher preparation. The study used design-based research through a four-year treatment-only mixed methods triangulation design. Data sources were program documents and assessments, focus groups, interviews, and field experience observations. The Reformed Teaching Observation Protocol with Performance Descriptors (RTOP+) measured candidates’ teaching quality at three time points during the student teaching internship. As the program incorporated more features of PrimeD, supervisors and mentor teachers increasingly took on leadership roles and each subsequent cohort demonstrated stronger growth on the RTOP+. 

This paper examines how 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face to face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, TCs, classroom mentor teachers, field experience supervisors, and university faculty formed a Networked Improvement Community (NIC) to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP2) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs. MCOP2 results indicated that TCs increased their use of effective mathematics teaching practices. However, growth in TPACK was not significant. A relationship between TPACK and MCOP2 was not evident, indicating a potential need for explicit focus on using technology for mathematics conceptual understanding. 

These data are for 17 secondary mathematics teacher candidates (TCs) in four university teacher preparation programs, who implemented technology in their classrooms to teach for conceptual understanding in online, hybrid, and face-to-face classes during COVID-19. Using the Professional Development: Research, Implementation, and Evaluation (PrimeD) framework, a Networked Improvement Community (NIC) was formed by teacher candidates, classroom mentor teachers, field experience supervisors, and university faculty to discuss a commonly agreed upon problem of practice and a change idea to implement in the classroom. Through Plan-Do-Study-Act cycles, participants documented their improvement efforts and refinements to the change idea and then reported back to the NIC at the subsequent monthly meeting. The Technology Pedagogical Content Knowledge framework (TPACK) and the TPACK levels rubric (Lyublinskaya & Tournaki, 2011) were used to examine how teacher candidates implemented technology for Mathematics conceptual understanding. The Mathematics Classroom Observation Protocol for Practices (MCOP^2; Gleason, Livers, & Zelkowski, 2015) was used to further examine how effective mathematics teaching practices (e.g., student engagement) were implemented by TCs.