Facilitating collaborative inquiry into practice around artifacts of mathematics teaching.
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| Title: | Facilitating collaborative inquiry into practice around artifacts of mathematics teaching. |
|---|---|
| Authors: | Ebby, Caroline B.1 (AUTHOR) cbe@upenn.edu, Hess, Brittany1 (AUTHOR), Pecora, Lizzy1 (AUTHOR), Valerio, Jennifer1 (AUTHOR) |
| Source: | Journal of Mathematics Teacher Education. Feb2026, Vol. 29 Issue 1, p59-82. 24p. |
| Subject Terms: | *Collaborative learning, *Professional learning communities, *Teaching methods, *Teacher leadership, *Lesson planning, *Mathematics education |
| Abstract: | Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers' assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities. Drawing on a situative perspective, we trace the development of six novice teacher leaders as they were mentored to lead online collaborative lesson design groups focused on analyzing artifacts of K-8 mathematics instruction in a large urban district in the US. Our framework articulates how leaders facilitated the discussions in ways that both built on teacher knowledge, experiences, and contributions while also focusing on professional learning goals. Our analysis also shows how rich learning opportunities were co-constructed and sustained by the mentors, teacher leaders, and participants in each group over time. Through narrative descriptions of one group, we show how the teacher participants began to take on some of the facilitation practices themselves as they apprenticed into the practices of the community. This approach to professional learning positions teachers' experience and knowledge as important assets while supporting them to try out and reflect on new classroom practices. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Mathematics Teacher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191807558 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191807558 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10857-024-09649-z Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 59 Subjects: – SubjectFull: Collaborative learning Type: general – SubjectFull: Professional learning communities Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Teacher leadership Type: general – SubjectFull: Lesson planning Type: general – SubjectFull: Mathematics education Type: general Titles: – TitleFull: Facilitating collaborative inquiry into practice around artifacts of mathematics teaching. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ebby, Caroline B. – PersonEntity: Name: NameFull: Hess, Brittany – PersonEntity: Name: NameFull: Pecora, Lizzy – PersonEntity: Name: NameFull: Valerio, Jennifer IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13864416 Numbering: – Type: volume Value: 29 – Type: issue Value: 1 Titles: – TitleFull: Journal of Mathematics Teacher Education Type: main |
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