Education Commons^™

Transitioning Secondary Mathematics Pedagogy Towards Reform-Oriented Practice Through Coteaching, Jessica Tybursky Nuzzi

Theses, Dissertations and Culminating Projects

Reform standards in mathematics education have called for classrooms that are student-centered and that incorporate problem solving and reasoning for meaningful learning. After decades of reform efforts involving multiple stakeholders, research indicates that most classrooms remain teacher-centered and procedurally focused, due to the complexity of concerns and competing intentions that teachers face in their work. Coteaching, a commitment between two teachers to coplan, coenact, and coreflect on lessons, can serve as an ongoing, sustained, focused, integrated, reflective professional development structure that supports teachers towards growth. The theoretical constructs used to describe possible growth towards reform orientations in teaching secondary mathematics …