Year: 2025
Type: conference-paper
Abstract: Ambitious teaching is essential for fostering deep mathematical understanding, yet many teachers encounter challenges in implementing such practices, particularly with struggling students.Drawing on data from professional learning community meetings of mathematics teachers in three middle schools, this study investigates teachers' problems of practice as they experience ambitious teaching practices in their classrooms.Findings reveal that teachers raised significant concerns about facilitating whole-class discussions.A detailed analysis identified key teachers' problems of practice, including maintaining student engagement, eliciting diverse solution strategies, and protecting students from being mocked or labeled by peers when sharing incorrect solutions.These findings are discussed in the context of teacher learning processes, highlighting the importance of facilitators and teacher educators being responsive to teachers and aware of their problems of practice.
Source: Proceedings.
Institution: Ben-Gurion University of the Negev
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
Funder: Weizmann Institute of Science
OpenAlex ID: W4411269166