The Decision-Making Protocol for Mathematics Coaching: Addressing the Complexity of Coaching With Intentionality and Reflection
More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.
Using visuals is a well-known strategy
to teach emergent bilinguals (EBs). This study examined how preservice teachers
(PSTs) implemented visuals to help EBs understand mathematical problems and how
an innovative intervention cultivated PSTs’ capability of using visuals for
EBs. Four middle school mathematics PSTs were engaged in a field experience with
EBs to work on mathematical problems; during the field experience, the PSTs
received interventions. In one intervention session, the PSTs were asked to
make sense of a word problem written in an unknown language with different
visuals. After this intervention, they changed their use of visuals when
modifying tasks for EBs. The results suggest that immersive experiences where
PSTs can experience learning from the perspective of EBs helps PSTs implement
mathematically meaningful visuals in a way that makes mathematical problems
accessible to EBs.
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