Mathematics Teacher Educator Use of Structured Learning Routines and Curriculum Materials to Support Teacher Learning
Keywords:
teacher professional learning, educative curriculum, lesson study, mathematics teacher education researchAbstract
This article explores how Mathematics Teacher Educators (MTEs) can effectively engage classroom teachers in professional learning. Rooted in empirical data, we hypothesise that MTEs can foster productive teacher conversations by leveraging ambitious and educative curriculum materials in conjunction with a structured set of professional learning routines. The study details the implementation of a "lesson analysis cycle”, which includes collective planning, lesson enactment, and reflection. Analysing interactions between MTEs and groups of same-grade level teachers, the findings reveal that this approach facilitates conversations characterised by their integration of student thinking, mathematical content, and pedagogy. These discussions delve into deep instructional issues with high levels of specificity, evident in instances of negotiating learning goals, identifying critical lesson moments, and debriefing teaching enactments. We interpret the findings as confirming our hypothesis and propose that the curriculum materials plus the structured learning routines offer a replicable model for MTEs to cultivate rich professional learning.
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