A Look Inside Mathematics Coaching: Roles, Content, and Dynamics

Abstract

Mathematics classroom coaching is used across the United States as a means for improving instruction, with the ultimate goal of improving student learning. The job assignments of coaches can vary widely across schools and districts. Regardless of the various forms that coaching epaa aape Education Policy Analysis Archives Vol. 22 No. 53 2 can take, there is the consistent expectation that a coach's day-to-day work will positively influence classroom instruction. The study reported here attempts to gain a more complete picture of the job of an elementary mathematics coach based on the observation of seven coaches in five different districts for a day. We report the variety of ways we observed elementary mathematics coaches interact with teachers, and what roles and responsibilities they take on. Our analysis of these data led us to create a template for conducting observations of mathematics classroom coaching, which could be used by researchers seeking to conduct studies about coaching or by administrators seeking to document the day-to-day work of coaches. Keywords: mathematics coaching; qualitative research Una mirada al interior del entrenamiento en matemáticas: roles, contenidos y dinámicas Resumen: entrenamientos en el área de matemáticas se utilizan extensivamente Estados Unidos con el objetivo final de mejorar el aprendizaje de los estudiantes. Las asignaciones de trabajo de los entrenadores varían ampliamente entre escuelas y distritos. Independientemente de las diversas formas que puede tomar los programas de entrenamiento, existe la expectativa que el trabajo de los entrenadores va a influir positivamente la enseñanza en los salones de clase. Este estudio intenta obtener una imagen más completa del trabajo de los entrenadores de matemáticas utilizando observaciones de siete entrenadores en cinco distritos diferentes. Presentamos la variedad de formas que observamos entrenadores de matemáticas elementales interactuando con docentes, los roles y responsabilidades asumen. Nuestro análisis de estos datos nos llevó a crear una plantilla para la realización de observaciones de entrenamientos de matemáticas, que podría ser utilizada por investigadores o por administradores tratando de documentar el trabajo diario de los entrenadores. Palabras clave: entrenamientos de matemáticas; investigación cualitativa Um olhar dentro da formação em Matemática: funções, conteúdos e dinâmicas Resumo: treinamentos na área da matemática são usados extensivamente nos Estados Unidos com o objetivo final de melhorar a aprendizagem dos alunos. Atribuições de trabalho treinadores variam muito entre as escolas e distritos. Independentemente das várias maneiras que os programas de treinamento podem ter, há uma expectativa de que o trabalho dos treinadores vai afetar positivamente o ensino em sala de aula. Este estudo tenta obter uma imagem mais completa do trabalho dos treinadores de matemática por meio de observações de sete treinadores em cinco distritos diferentes. Apresentamos a variedade de formas que os treinadore...

Learning to teach mathematics specialists in a synchronous online course: a self-study

“…Also, there is a focus on pedagogical content knowledge driven by the nature of mathematics teaching and learning (Ball et al 2008). In conjunction with these recommendations, mathematics coaches and mathematics specialists have emerged as school-based professionals who can be needsdriven and work closely with teachers specifically on mathematics teaching and learning topics (Association for Mathematics Teacher Educators 2013; Campbell and Malkus 2011;Fennell et al 2013;Mudzimiri et al 2014). There are a limited number of other studies in the area of synchronous online learning in mathematics teacher education (e.g., Francis and Jacobsen 2013;Starling and Lee 2015).…”

“…At the conclusion of the master's degree program, they receive a state mathematics specialist certification. While there are many ways that mathematics specialists are used in schools, a common theme in their work is supporting teacher professional development at the school and functioning as a mathematics teaching and learning expert in the school (Campbell et al 2013;Mudzimiri et al 2014). Some of the teachers are currently working as mathematics coaches, mathematics lead teachers or other teacher leadership roles for mathematics.…”

Mathematics Specialists as the Hidden Players in Professional Development: Researchable Questions and Methodological Considerations

“…Woulfin and Rigby (2017) argue there is a need for qualitative research about mathematics specialists to better understand teacher interactions as they support instructional change. Case study research has been used to closely examine the daily work of mathematics specialists in schools (Chval et al, 2010;Mudzimiri, Burroughs, Luebeck, Sutton, & Yopp, 2014;Whitenack, Cavey, & Ellington, 2014). Instruments that mathematics specialists use to report their daily activities may be used as part of larger scale research (Campbell & Malkus, 2011).…”

“…Instruments that mathematics specialists use to report their daily activities may be used as part of larger scale research (Campbell & Malkus, 2011). However, there is consensus that a mathematics specialist's role varies widely (deAraujo, Webel, & Reys, 2017;Mudzimiri et al, 2014;Woulfin & Rigby, 2017). Qualitative research presents an opportunity to study the variation across sites.…”

Supporting Mathematics Coaches’ Learning of Probability through Professional Development Tasks

“…Currently, coaching has emerged as a viable substitute to traditional professional development for teachers (Kraft, Blazar, Hogan, 2018;Mudzimiri, Burroughs, Luebeck, Sutton, & Yopp, 2014). Grant (2012) suggests that the purpose of coaching is to make determined change within a specific environment, such as improving mathematics teaching for improved learning in classrooms (Brosnan & Erchick, 2010;Campbell & Malkus, 2013).…”