Using representations, decomposition, and approximations of practices to support prospective elementary mathematics teachers’ practice of organizing discussions

Instructional reasoning about interpretations of student thinking that supports responsive teaching in secondary mathematics

“…the "challenge" of a task), teachers are able to see how tasks influence students to reason in particular ways. Teachers can then strategically choose or structure tasks help students develop particular mathematical understanding (Tyminski et al 2014).…”

A Continuum of Pedagogies for Preparing Teachers to Use High-Leverage Practices

“…In rehearsal, candidates’ peers or course instructors play the role of P-12 students, and teacher educators assume the role of coach to provide candidates with immediate feedback on their practice (Lampert et al, 2013). In addition, teacher educators might first model for candidates a lesson where they can discuss specific aspects of instruction before planning how they might follow up in their own instruction (Tyminski, Zambak, Drake, & Land, 2014). The learning experience is enriched through class-wide discussions in which candidates and teacher educators debrief the experience in terms of decisions and alternative courses of action.…”

“…Although rehearsal has minimal efficacy research supporting it, we highlight it because of potential learning opportunities it affords at a low cost. Tyminski et al (2014), for example, described how they used rehearsal to help candidates learn to use HLPs, specifically leading a discussion in mathematics. To prepare candidates to use this complex HLP, they incorporated a set of deliberate practice opportunities.…”

Investigating Secondary Mathematics Preservice Teachers’ Instructional Vision: Learning to Teach Through Pedagogies of Practice

“…In a related study, Kazemi et al (2016) found that temporal proximity between rehearsal and enactment affected the content of such exchanges. Tyminski et al (2014) reported that engaging with pedagogies of practice supported elementary PSTs to develop instructional practices for orchestrating mathematical discussions. Similarly, Ghousseini and Herbst (2016) examined secondary mathematics PSTs’ opportunities to learn about aspects of leading mathematical discussions within pedagogies of practice, finding that opportunities were distributed across the focal decomposition, representation, and approximation of practice, with each contributing different opportunities to explore the practice of leading discussions.…”