& K. Malzahn

Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers

In this chapter, we use the Framework for Teaching Practice (Grossman, Compton, Igra, Ronfeldt, Shahan, & Williamson, 2009) as a conceptual tool for analyzing the design of professional development. Although initially developed to examine the education of prospective teachers, we contend that this framework is appropriate for analyzing and supporting the design of professional development. The framework consists of three elements: decompositions, representations, and approximations of practice.

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Activating Math Talk: 11 Purposeful Techniques for Your Elementary Students

Many mathematics teachers agree that engaging students in high-quality discourse is important for their conceptual learning, but successfully promoting such discourse in elementary classrooms—with attention to the needs of every learner—can be a challenge. 

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