Research Trends in Mathematics Teacher Education

Lo, Jane-Jane; Leatham, Keith R.; Zoest, Laura R. Van

doi:10.1007/978-3-319-02562-9

Cited by 4 publications

(2 citation statements)

References 126 publications

(252 reference statements)

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“…We specified a teacher's talk turn as a speech action (QIV in Figure 3), which served as the analytic unit for Phase One. Beginning with our field notes, we developed a codebook to characterize teachers' speech actions about students in the public space (Wilson, Edgington, Sztajn, & DeCuir-Gunby, 2014). Through this process, we identified four categories of speech actions related to students as mathematics learners.…”

Section: Phase Onementioning

confidence: 99%

“…Next, they individually coded the entire data set, double-coding approximately 10% to ensure that reliability was maintained in the process (interrater reliability remained above 80%). In all, 2,868 speech actions were identified and coded, with 123 turns marked with multiple codes (see Wilson, Edgington, Sztajn, & DeCuir-Gunby, 2014, for an analysis of all speech actions). For this study, we use a reduced data set of 322 speech actions about the four categories of interest that occurred during the 21 selected professional learning tasks targeting students' mathematical activity (see Appendix B online).…”

Section: Phase Onementioning

confidence: 99%

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Changes in Teachers’ Discourse About Students in a Professional Development on Learning Trajectories

Wilson

Sztajn²,

Edgington

et al. 2017

American Educational Research Journal

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This study examines teachers' discussions in a professional development setting to understand the ways in which learning a mathematics learning trajectory may change aspects of their discourse about students as learners. Using mixed methods, we bring together two theoretical frames that use a Vygotskian perspective on learning to analyze professional discussions among 22 elementary-grade teachers participating in a yearlong, 60-hour mathematics professional development program. Results indicate that over time, some discursive patterns for explaining students' academic performance P. HOLT WILSON is an associate professor of mathematics education at

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Section: Phase Onementioning

confidence: 99%

Section: Phase Onementioning

confidence: 99%