Tools for Rethinking Classroom Participation in Secondary Mathematics

This article shares the authors’ experiences in mathematics teacher education regarding professional development for teachers with a focus on student participation as an opportunity to learn. They describe a process through which educators can support teachers in increasing and improving classroom participation opportunities for their students. They present complementary tools that quantify and represent student participation in the mathematics classroom, and they demonstrate the effectiveness of these tools in supporting teacher growth in the context of a professional growth project for teachers in urban secondary schools. The authors analyze cases of two teachers in detail, using Clarke and Hollingsworth’s (2002) Interconnected Model of Professional Growth.