| Owner: |
Caroline Brayer Ebby
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| Owner Email: |
cbe@upenn.edu
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| Paper Title: |
Developing Teachers' Instructional Vision for Inclusive Math Practice: The Role of Epistemic Experience
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| Session Title: |
Elementary Teachers and Coaches' Experiences of Opportunities to Learn
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| Paper Type: |
Paper
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| Presentation Date: |
4/21/2022
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| Presentation Location: |
San Diego, California
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| Descriptors: |
Equity, Mathematics Education, Teacher Education - In-Service/Professional Development
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| Methodology: |
Qualitative
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| Author(s): |
Caroline Brayer Ebby, University of Pennsylvania; Brittany Hess, Consortium for Policy Research in Education; Lizzy Pecora, The University of Pennsylvania; Jennifer Valerio, The University of Pennsylvania
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| Unit: |
SIG-Research in Mathematics Education
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| Abstract: |
Teaching math responsively often requires that teachers develop new visions of high-quality instruction as well instructional practices (Munter & Correnti, 2017). Recently, mathematics educators have emphasized the need to pay more attention to the relational aspects of teaching and students’ experience of responsive or ambitious instruction (Battey, 2013; Sikorski, 2015). This qualitative study explores what teachers and leaders learn from engaging as learners to solve challenging mathematics problems in a facilitated community of practice. Our study suggests that teachers can draw on their personal learning experiences to identify with their own students as learners and articulate more inclusive instructional practices.
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| DOI: |
https://doi.org/10.3102/1887999
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