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Contribution to Book
Learning In and From Practice with Others
Reflective and Collaborative Processes to Improve Mathematics Teaching (2017)
  • Nicole R. Rigelman, Portland State University
For many years, there has been a call to reform teacher professional learning so that it is ongoing and both supports teachers shifting their instructional practice and engages them in learning in and from their practice (Ball & Cohen, 1999; Borko, 2004; Smith, 2001; Spillane, 1999). The teachers in this project, in collaboration with district and university mathematics specialists, collaborate to develop a shared vision of effective mathematics teaching practices (NCTM, 2014) and skills for implementing such practice in light of the Common Core State Standards in Mathematics (NGA & CCSSO, 2010). In addition to common professional learning, they use book studies and lesson studies as vehicles to support the systematic design and study of classroom practice and its influence on their diverse students’ mathematical thinking and discourse. In this chapter, we describe ways the collaborative efforts are responsive to teachers’ identified learning needs while fostering teacher self-assessment and growth. We also discuss ways that the participating mathematics teachers are emerging as teacher leaders that support their colleagues’ learning.
  • lesson study,
  • professional learning communities,
  • instructional coaching,
  • professional development
Publication Date
Lucy West, Melissa Boston
National Council of Teachers of Mathematics
Annual Perspectives in Mathematics Education
Citation Information
Nicole R. Rigelman. "Learning In and From Practice with Others" RestonReflective and Collaborative Processes to Improve Mathematics Teaching (2017) p. 65 - 76
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