An Emergent Framework: Views of Mathematical Processes

Sanchez, Wendy B.; Lischka, Alyson E.; Edenfield, Kelly W.; Gammill, Rebecca

doi:10.1111/ssm.12103

Cited by 5 publications

(5 citation statements)

References 7 publications

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“…Publications that were clearly irrelevant were excluded. For example, the search system included an article by Sanchez et al (2015) because this publication has the phrase "teacher leaders". However, the abstract clearly shows that Sanchez et al (2015) predominantly discusses teachers' various views on mathematical processes and therefore was excluded from the review in this stage.…”

Section: Review Processmentioning

confidence: 99%

“…For example, the search system included an article by Sanchez et al (2015) because this publication has the phrase "teacher leaders". However, the abstract clearly shows that Sanchez et al (2015) predominantly discusses teachers' various views on mathematical processes and therefore was excluded from the review in this stage. Accordingly, a group of 62 JEA 58,1 778 articles that appeared to meet the established criteria were exported from EBSCOhost to Endnote for storage.…”

Section: Review Processmentioning

confidence: 99%

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A review of the empirical research on teacher leadership (2003–2017)

Nguyen

Harris

Ng³

2019

JEA

174

112

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Purpose The purpose of this paper is to outline key findings from a contemporary review of the international empirical literature focused upon teacher leadership. It synthesises what is currently known about the nature, practice, conditions and impact of teacher leadership and to outline patterns in the contemporary empirical research base. Design/methodology/approach This review is based on an analysis of 150 empirical articles published in Scopus/SSCI-indexed journals between January 2003 and December 2017. Findings The paper draws upon this contemporary knowledge base to explore: contextual and methodological patterns of teacher leadership research; definitions of teacher leadership; and evidence on the enactment of teacher leadership, factors influencing teacher leadership and impacts of teacher leadership. Originality/value This paper highlights the progress and issues of the empirical research on teacher leadership since 2003 and identifies gaps in the knowledge base as well as areas for future scholarly enquiry.

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Section: Review Processmentioning

confidence: 99%

Section: Review Processmentioning

confidence: 99%

A review of the empirical research on teacher leadership (2003–2017)

Nguyen

Harris

Ng³

2019

JEA

174

112

View full text Add to dashboard Cite

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“…How are teachers thinking about the scope and appropriateness of proof for students? Past studies have examined teachers' views of what proof is (e.g., Ko, 2010) and their views on mathematical processes including proof (e.g., Sanchez et al, 2015) but the question of who they think should learn proof is fundamental. In this study, we interviewed 21 secondary mathematics teachers from an economically-diverse set of schools in Cape Town, South Africa.…”

Section: Introduction Motivation For Studying Perspectives On Who Should Learn Provingmentioning

confidence: 99%

Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives

Otten¹,

Wambua²,

Govender³

2021

INT ELECT J MATH ED

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Reasoning-and-proving is a crucial part of students' mathematical experiences in secondary school. There is scholarly debate, however, on the extent to which proving at the secondary level needs to be formal and whether all students should be held to disciplinary standards of rigor. In this study, we investigated the notion of "proof for all" from the perspective of secondary mathematics teachers. We analyzed, using the framework of practical rationality, the justifications teachers gave for whether or not all students should learn proof. Based on interviews with twenty-one secondary teachers from a socioeconomically-diverse set of schools, we found that teachers differ in their opinions of who should learn proving but they were similar in their feelings of obligation toward individual student learning; some teachers cited obligations to individual students as a justification for teaching proving to all students and others cited those obligations as a justification for not teaching proving to some students. We also share teachers' perspective with regard to their obligations to the discipline, educational institutions, interpersonal dynamics among students, and the worldly relevance of mathematics education.

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“…Within this broad category, the MS was most frequently positioned (7%) as a university researcher or faculty member who served as a coach or mentor to in-service teachers in school districts (e.g., Polly, 2012). Furthermore, and within this category, the MS was also positioned as a teacher educator or doctoral student (3%) who provided mentoring to in-service teachers, often in the context of a methods or graduate-level course, or in the field (e.g., Sanchez et al, 2015).…”

Section: Ms As Other P-12 Stakeholdermentioning

confidence: 99%

Trends in mathematics specialist literature: Analyzing research spanning four decades

Baker

Saclarides

Harbour

et al. 2021

School Sci & Mathematics

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Mathematics education reformers have long called for improved learning opportunities for all students across P-12 classrooms in the United States (U.S.). Although instruction that promotes mathematics as sensemaking and problem solving has been recommended (National Council of Teachers of Mathematics [NCTM], 2000; National Research Council [NRC], 1989), this shift dramatically differs from the way many classroom teachers once learned and taught math (Hiebert, 1999). Thus, local school systems are left to determine how to create conditions that support changes in teachers' instruction (Hopkins et al., 2013). To address this challenge, many schools hire mathematics specialists (MSs) as they embody key features of effective professional development (PD;Gibbons & Cobb, 2017). Multiple models of PD (lesson study, professional learning communities [PLCs],

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An Emergent Framework: Views of Mathematical Processes

Cited by 5 publications

References 7 publications

A review of the empirical research on teacher leadership (2003–2017)

A review of the empirical research on teacher leadership (2003–2017)

Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives

Trends in mathematics specialist literature: Analyzing research spanning four decades

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