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In this chapter, we describe a methodology for conducting educational design research to support system-wide instructional improvement in mathematics and draw on one of the few design studies that does this as an illustrative case. Design studies conducted at the level of an educational system are interventionist in nature, and can address both the(More)
Our purpose in this article is to propose a comprehensive, empirically grounded theory of action for improving the quality of mathematics teaching at scale. In doing so, we summarise current research findings that can inform efforts to improve the quality of mathematics instruction on a large scale, and identify questions that are yet to be addressed. We(More)
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This article presents an analytical approach for documenting the identities for teaching that mathematics teachers negotiate as they participate in 2 or more communities that define high-quality teaching differently. Drawing on data from the first 2 years of a collaboration with a group of middle school mathematics teachers, the article focuses on a(More)
This chapter focuses on research that can inform the improvement of mathematics teaching and learning at scale. In educational contexts, improvement at scale refers to the process of taking an instructional innovation that has proved effective in supporting students’ learning in a small number of classrooms and reproducing that success in a large number of(More)
The sociocultural perspective draws attention to students’ development of a sense of who they are in relation to statistics as an integral aspect of their learning. This focus on students’ construction of identities as doers of statistics relates directly to a number of issues that are of immediate concern to most teachers including students’ interest in(More)
This article describes an analytic approach for situating teachers’ instructional practices within the institutional settings of the schools and school districts in which they work. The approach treats instructional leadership and teaching as distributed activities and involves first delineating the communities of practice within a school or district whose(More)