ENVISIONING THE ROLE OF THE MATHEMATICS TEACHER

This article presents a tool for identifying and tracking changes in teachers’ (and others’) evolving visions of the role of the mathematics teacher through five levels: motivator, deliverer of knowledge, monitor, facilitator, and more knowledgeable other. It includes a brief account of the rubric’s development and a description of its use in a large-scale, longitudinal study of mathematics instructional reform efforts in four urban school districts, including an examination of relationships between the ways that teachers envision their roles and the quality of their instruction. The article concludes with a discussion of implications for mathematics education leaders, including a description of how the tool was used in a recent professional development effort.