Coaching Teachers to Implement Mathematics Reform Recommendations

Jo Olson, Jeff Barrett


Historically, teachers implemented mathematics reform recommendations by
infusing new activities into the curriculum. However, mathematics instruction
continues to be teacher centred, challenging professional developers to find new
ways to encourage teachers’ growth. This study used activity-reflective cycles (Tzur
& Simon, 1999) to examine different coaching approaches to support teachers’ use
of rich mathematical tasks and questions to promote students’ mathematical
thinking. We suggest a new coaching approach characterised as evoking teachers’
pedagogical curiosity to advance teachers’ professional growth.


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