Fall 2015

Articles in this issue

• LESSONS FROM THE FIELD: CHALLENGES WE FACE WHEN COACHING TEACHERS

  by Joy W. Whitenack, Aimee J. Ellington

  In this article, we highlight three of the common challenges that many coaches have experienced in one form or another: seeking administrative support for coaching teachers; working with teachers who are resistant or reluctant; and moving beyond demonstrating lessons.

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• THE NEED FOR RESEARCH INTO ELEMENTARY MATHEMATICS SPECIALIST PREPARATION

  by Zandra de Araujo

  The continued concern for the mathematical preparation of elementary teachers has kept discussions of elementary mathematics specialists (EMS) a vital part of many mathematical reforms.

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• FRAMING PROFESSIONAL CONVERSATIONS WITH TEACHERS: DEVELOPING ADMINISTRATORS’ PROFESSIONAL NOTICING OF STUDENTS’ MATHEMATICAL THINKING

  by Cory A. Bennett, Julie M. Amador, Christine Avila

  In this paper we share the first phase of an on-going professional development project for administrators aimed at helping them facilitate non-evaluative professional conversations with mathematics teachers.

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• IS THERE A COMMON PEDAGOGICAL CORE? EXAMINING INSTRUCTIONAL PRACTICES OF COMPETING MODELS OF MATHEMATICS TEACHING

  by Charles Munter, Mary Kay Stein, Margaret S. Smith

  Debates concerning which ideas should be included in the K-12 curriculum, how they are learned, and how they should be taught are longstanding Although the adoption of the Common Core State Standards for Mathematics largely resolves content-focused aspects of the…

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