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This paper explores how a professional learning community (PLC) redesigns high school mathematics lessons towards a shared commitment. We describe the nature of a PLC's collective curricular vision to illuminate how teachers can come to new understandings as a group in order to shift the ways students experience mathematics. Using the curricular noticing framework (attending, interpreting, and responding), we analyzed the meetings of a PLC with six teachers as they individually presented lessons to be redesigned with a focus on the group's shared commitment. Findings indicate three ways ideas were introduced that led to expansive responses, which suggests this analytic approach could identify ways in which a PLC can work towards new curricular decisions. [For the complete proceedings, see ED630210.]

This preliminary study explores how digital clinical simulations can reveal pre-service teachers' understanding of equity and mathematical instructional decisions. Pre-service teachers engaged in a digital clinical simulation where their responses to scripted mathematical small group scenarios led them to different simulated outcomes. The analysis of the full class debrief conversation following the simulation experience surfaced how pre-service teachers interrogated the boundaries of mathematics education. This revealed how they felt tension about certain conceptualizations of mathematics teaching and equitable pedagogies. This study suggests that digital clinical simulations could support pre-service teachers' sensemaking of the inherent relationship between mathematical pedagogy and equitable orientations through moments of tension within the simulation, and interrogation of that norm during the debrief. [ABSTRACT FROM AUTHOR]

In recent years, mathematics lessons addressing social justice have been increasingly published and taught, but little is known about how mathematical and social content unfolds within them. In this study, we interpret five secondary social justice mathematics lessons (SJMLs) as stories and analyze the questions that arise within them. We found that most of these lessons began and ended with a focus on social matters, while shorter mathematical questions arose in the middle of the lessons. However, the lessons varied in terms of what proportion of the questions overall were focused on social or mathematical thinking. Finally, we found that narrative devices were used in several lessons when the focus transitioned from social issues to mathematics, or vice versa. This way of thinking about lessons could enable the design of SJMLs that meaningfully integrate social and mathematical thinking. [ABSTRACT FROM AUTHOR]

This paper explores how a professional learning community (PLC) redesigns high school mathematics lessons towards a shared commitment. We describe the nature of a PLC's collective curricular vision to illuminate how teachers can come to new understandings as a group in order to shift the ways students experience mathematics. Using the curricular noticing framework (attending, interpreting, and responding), we analyzed the meetings of a PLC with six teachers as they individually presented lessons to be redesigned with a focus on the group's shared commitment. Findings indicate three ways ideas were introduced that led to expansive responses, which suggests this analytic approach could identify ways in which a PLC can work towards new curricular decisions. [ABSTRACT FROM AUTHOR]

How does the design of lessons impact the types of questions teachers and students ask during enacted high school mathematics lessons? In this study, we present data suggesting that lessons designed with the mathematical story framework in order to elicit a specific aesthetic response ("MCLEs") have a positive influence on the types of teacher and student questions asked during the lesson. Our findings suggest that when teachers plan and enact lessons with the mathematical story framework, teachers and students are more likely to ask questions that explore mathematical relationships and focus on meaning-making. In addition, teachers are less likely to ask short recall or procedural questions in MCLEs. These findings point to the role of lesson design in the quality of questions asked by teachers and students. [ABSTRACT FROM AUTHOR]