Teacher actions that promote mathematical discourse
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This study considered teachers' actions that promoted a discourse rich environment when implementing the problem-based curriculum, Illustrative Mathematics. A case study was used to capture the experiences of seven instructional coaches who work with teachers in supporting mathematics instruction. The study found that teachers' actions during planning, implementation, and after the lesson contributed to creating a climate that fostered mathematical discourse. Findings of this study focused on the key actions that teachers take in building a community of safety and belonging to shift mathematical power from teacher to student. Possible implications, limitations, and future research directions are also included. Implications for practice include guidance for teachers to help establish a community of safety and belonging, concrete actions that teachers can take to build a discourse rich classroom, examples of teacher actions that might create early wins, and connecting achievement data to a change in instructional practices. Implications for research include determining how to best support teachers in developing the attributes presented in the findings, studying teacher readiness to implement problem-based instruction based on preservice teaching experiences, and the impact of these teacher actions on student math identity.
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Ed. D.