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Learning to teach mathematics with reasoning and sense making

Amy L Nebesniak, University of Nebraska - Lincoln


This study uses teacher research to examine teacher learning in the context of instructional coaching. The author, a mathematics instructional coach, engaged in an intense three-week coaching relationship with a high school Algebra teacher. A detailed description of the teaching and learning of quadratics that took place during this research provide information about what and how a teacher learns to teach mathematics with reasoning and sense making. Mapping the terrain of quadratics deepened the teacher's understanding of the mathematical content and encouraged him to adapt his textbook in order to build mathematical reasoning. Through the coaching process, the teacher also enhanced his specialized content knowledge and developed pedagogical reasoning skills when faced with teaching dilemmas. Finally, a discussion about instructional coaching considers an instructional coach's role in regard to teacher learning.

Subject Area

Mathematics education|Teacher education

Recommended Citation

Nebesniak, Amy L, "Learning to teach mathematics with reasoning and sense making" (2012). ETD collection for University of Nebraska - Lincoln. AAI3503432.