Education Commons^™

Supporting Teaching And Learning Reform In College Mathematics: Finding Value In Communities Of Practice, Kelly Gomez Johnson, Paula M. Jakopovic, Christine Von Renesse

Teacher Education Faculty Publications

Improving college STEM (science, technology, engineering, mathematics) student learning outcomes is an ongoing area of focus in Institutions of Higher Education (IHE). This reform includes challenging, changing, and adapting both teaching practices and the learning environment. Communities of practice (CoPs) can support faculty in making these shifts; however, creating large-scale instructional changes in STEM education requires a more careful look at the existing systems and structures in place. In this paper, we investigate a network of regional CoPs composed mainly of mathematics faculty from IHE focused on teaching with inquiry methods. Understanding what faculty need and value to support their …

Learning Assistantships In College Mathematics: Value For Preservice Teacher Development, Kelly Gomez Johnson, Paula Jakopovic, Janice Rech, Angie Hodge-Zickerman

Teacher Education Faculty Publications

Increasing the participation and achievement of students in Science, Technology, Engineering, and Mathematics (STEM) from early grades to college coursework continues to be at the forefront of educational transformations and research. Faculty members at Institutions of Higher Education (IHE) plan, implement, and investigate how program structures might aid in the development, retention, and overall success of undergraduate students in STEM. Active learning classrooms, especially in mathematics, are one way IHE are reforming student learning experiences, and these environments also provide a unique opportunity to engage undergraduate learning assistants with faculty to support near - peer students and deepen their own …

Coaching To Develop Teacher Professional Noticing: Planning With Students And Mathematics In Mind, Paula M. Jakopovic

Teacher Education Faculty Publications

Purpose

This paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.

Design/methodology/approach

Narrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.

Findings

The initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the …