NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED658000
Record Type: Non-Journal
Publication Date: 2023
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Mathematics Coaches' Suggestions: Focus on Topic, Lesson Phase, and Clarity to Support Teachers' Instructional Practice
Julie M. Amador; Ryan Gillespie; Cynthia Carson
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (45th, Reno, NV, Oct 1-4, 2023)
We examined the suggestions mathematics coaches provided to teachers as part of one-on-one coaching cycles. The purpose was to understand the object (content) of the suggestions, the lesson phase in which the suggestion would occur, and the clarity of the suggestion (how actionable the suggestion would be if the teacher followed the suggestion). Twenty-three coaching planning meetings were recorded, transcribed, and analyzed. Findings indicated that suggestions commonly focused on lesson design (how the lesson plan should be completed) or teacher questions (actual questions the teacher should ask). Almost half of the suggestions were about the explore phase (or middle) of the lesson and a majority of the suggestions were coded as medium or high clarity, meaning the coach clearly articulated what the suggestion would look like in the classroom. Implications for coaching and future coaching research are provided. [For the complete proceedings, see ED657822.]
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1620911