Learning mathematics teaching when rehearsing instruction

Abstract

This study explores rehearsals. Norwegian elementary in-service teachers participated in a practicebased approach to professional development. They collaborated in learning cycles of enactment and investigation, aiming at learning to enact ambitious mathematics teaching practices. The ways in which Teacher Time-Outs (TTOs) in the learning cycles’ rehearsals provided the teachers with opportunities to learn multiple practices of ambitious mathematics teaching were explored. The findings revealed that the TTOs provided opportunities for collaborative and simultaneous learning of multiple core ambitious teaching practices, such as whether or not and when to use talk moves to facilitate student talk when eliciting their strategies, parallel to aiming for the goal for the lesson.