T4DThEMaT IV Decisions
Special Thanks to our Project Sponsor
The project consists of four studies. In the first, we collaborated with a group of partner teachers to design eight problem- and discussion-based lessons that they implemented with their Geometry and Algebra students. We are using records of those implementations to explore what mathematics conceptions students bring to these lessons and to create representations of those lessons that may be used by other teachers.
In the second study, we use records from those lessons to seed a series of StoryCircles. StoryCircles is a process of teacher collaboration in which colleagues learn from each other as they script, prototype, and argue about the teaching of a lesson (Herbst & Milewski, 2018). In the T4D project, StoryCircles focus on different ways of managing whole class discussions in problem-based lessons.
In the third study, we explore teachers’ decision making in problem-based lessons at scale. Through survey experiments that employ classroom scenarios in which practice is represented with cartoon characters, we explore whether and how the decisions to frame work on a problem in one or another way (e.g., as construction, as proof) affects the decisions teachers make in the context of classroom discussions.
Finally, in the fourth study, we will be using families of stories generated in the StoryCircles to create simulations for other teachers to explore the space of possible actions and decisions about how to manage classroom discussions based on possible student work on each problem. Through this work, we will explore the proposition that these simulations can accelerate learning by other teachers.
Get Involved with T4D
If you are a teacher and are interested in joining a story circle, getting free professional development, or gaining access to simulations and lesson materials, please contact us below and provide some information about yourself!
If you are a professional development provider interested in signing up a group of teachers for the simulations, the experiment, and/or StoryCircles, please contact us with the form below as well.
Publications related to this project
|Confronting Teachers with Contingencies to Support Their Learning About Situation-Specific Pedagogical Decisions in an Online Context
|Brown A M, Stevens I, Herbst P, Huhn C
|Brown A.M., Stevens I., Herbst P., Huhn C. (2021) Confronting Teachers with Contingencies to Support Their Learning About Situation-Specific Pedagogical Decisions in an Online Context. In: Hollebrands K., Anderson R., Oliver K. (eds) Online Learning in Mathematics Education. Research in Mathematics Education. Springer, Cham.
|Managing to collaborate with secondary mathematics teachers at a distance: Using storyboards as a virtual place for practice and consideration of realistic classroom contingencies
|Milewski A, Herbst P, Stevens I
|Milewski, A., Herbst, P., and Stevens, I. (2020). Managing to collaborate with secondary mathematics teachers at a distance: Using storyboards as a virtual place for practice and consideration of realistic classroom contingencies. In Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds). (2020). Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE)
|Using StoryCircles to inquire into the social and representational infrastructure of lesson-centered teacher collaboration
|Herbst P, Milewski A
|Herbst, P. and Milewski, A. (2020, February). Using StoryCircles to inquire into the social and representational infrastructure of lesson-centered teacher collaboration. In H. Borko & D. Potari (Eds.), Teachers of Mathematics Working and Learning in Collaborative Groups: Proceedings from ICMI Study 25 (pp. 629-636). Lisbon, Portugal: University of Lisbon.