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Amber G. Candela and Melissa Boston

In this article we detail a research study using the Instructional Quality Assessment (IQA) Rubrics () as the frame for a professional development with mathematics teachers in grades 3-8. We wanted to create a professional development around a tool that was typically used in research as a way to observe teachers, as a tool to use with teachers on their reflection of instruction. In this study we share both the researchers’ and teachers’ perspectives of affordances and constraints of the professional development and observational rubrics.

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Surani Joshua, James Drimalla, Dru Horne, Heather Lavender, Alexandra Yon, Cameron Byerley, Hyunkyoung Yoon, and Kevin Moore

The Relative Risk Tool web app allows students to compare risks relating to COVID-19 with other more familiar risks, to make multiplicative comparisons, and to interpret them.

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Elizabeth G. Arnold, Elizabeth A. Burroughs, Mary Alice Carlson, Elizabeth W. Fulton, and Megan H. Wickstrom

Ear to the Ground features voices from several corners of the mathematics education world.

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Madelyn W. Colonnese

A teacher implements this type of personal prose in the classroom to help students make sense of fractions and communicate ideas.

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Noah Brown, Jonathan D. Bostic, Timothy Folger, Laura Folger, Tiara Hicks, and Shay Nafziger

Mathematics assessments should allow all students opportunities to demonstrate their knowledge and skills as problem solvers. Looking at textbook word problems, we share a process for revising them using Universal Design for Learning.

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Sandra Vorensky

Design projects to encourage your students’ self-efficacy and motivate mathematics learning by helping them apply their prior knowledge from real-world experiences.

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Nicole L. Fonger

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Jessica Pierson Bishop, Lisa L. Lamb, Ian Whitacre, Randolph A. Philipp, and Bonnie P. Schappelle

Are your students negative about integers? Help them experience positivity and joy doing integer arithmetic!

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Rachel Wiemken, Maria Nielsen Stewart, Gabriel Matney, Timothy Folger, and Tami Matney

This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.

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Jared Webb and P. Holt Wilson

ABSTRACT

In this article, we describe rehearsals designed for use in professional development (PD) with secondary mathematics teachers to support them in reimagining and refining their practice. We detail a theoretical framework for learning in PD that informs our rehearsal design. We then share evidence of secondary mathematics teachers’ improvements in classroom practice from a broader study examining their participation in a PD that featured the use of rehearsals and provide examples of the ways two teachers’ rehearsals of the practice of monitoring students’ engagement with mathematics corresponded to changes in their practice. We conclude with a set of considerations and revisions to our design and a discussion of the role of mathematics teacher educators in supporting teachers in expanding their practice toward more ambitious purposes for students’ mathematical learning.