Video Archive of Elementary Mathematics Laboratories
The video and lesson artifacts from the program are intended to serve as a valuable resource for professional developers and teacher educators to support the learning of preservice and inservice teachers. The following resources are available for each year of the mathematics laboratory:
- Ten mathematics laboratory class sessions of approximately two-hours each
- Twenty additional videos of education professionals discussing the lessons — ten discussions prior to each class session, and ten after each session
- Lesson artifacts including lesson plans, lesson materials, class handouts, seating charts, digital scans of handwritten student notebooks, homework papers, study guides, and test papers.
- Day-by-day overview format summarizing lesson highlights, available videos, and featured lesson artifacts
These materials can be accessed at tle.soe.umich.edu/EML
Professional Development Resources
Professional development materials from the Organizing to Learn Practice project are available at https://library.teachingworks.org/curriculum-resources/materials/mathematics-leading-a-discussion/downloads/
Rounding Up, a Math Learning Center (MLC) podcast, Season 1 | Episode 3
Recording Student Thinking During a Mathematics Discussion – Guest: Nicole Garcia
Publications
Garcia, N., Shaughnessy, M., Mortimer, J., Pynes, D., Robinson, D., & Blunk, M. (2022). Exploring the impact of discussion-leading professional development on teachers’ practice. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. (Eds.), Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1380–1388). Middle Tennessee State University.
Garcia, N., Shaughnessy, M., Pynes, D. (2021). What’s Worth Writing on the Board: Recording Student Thinking in a Mathematics Discussion. Mathematics Teacher: Learning and Teaching Pre-K – 12. 114(12), 926 – 932.
Shaughnessy, M., Garcia, N., Robinson, D. (2021). Supporting Students in Critiquing Math Arguments. Mathematics Teacher: Learning and Teaching Pre-K – 12. 114(11), 820 – 829.
Garcia, N., Shaughnessy, M., Prawat, X. J., Pfaff, E., Mortimer, J., Cirino, N., Blunk, M., & Robinson, D. (2018, November). Changing Teaching Practice: Examining Professional Development Impact on Mathematics Discussion Leading Practice. Paper presented at the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC.
Shaughnessy, M., Ball, D. L., & Garcia, N. (2017). A laboratory approach to the professional development of elementary mathematics specialists. In M. B. McGatha & N. R. Rigelman (Eds.), Elementary mathematics specialists: Developing, refining, and examining programs that support mathematics teaching and learning (pp. 123 – 131). Charlotte, NC: IAP.
Garcia, N. & Shaughnessy, M. (2017). Organizing to learn practice: Classroom-focused professional development. In L. West & M. Boston (Eds.), Annual perspectives in mathematics education (pp. 135 – 144). Reston, VA: National Council of Teachers of Mathematics.
Presentations
Garcia, N., Shaughnessy, M., Mortimer, J., Pynes, D., Robinson, D., & Blunk, M. (2022). Exploring the impact of discussion-leading professional development on teachers’ practice. Paper presented at the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN.
Shaughnessy, M., Garcia, N., & Kennison, A. (2022, September). Supporting equitable discussions using practices that leverage students’ cultural resources. Presented at the annual meeting of the National Council of Teachers of Mathematics, Los Angeles, CA.
Garcia, N., & Shaughnessy, M. (2022, April). Legitimate peripheral participation in instruction: (How) does it impact teachers’ practice. Presentation at the annual meeting of the American Educational Research Association (AERA). San Diego, CA.
Garcia, N., Shaughnessy, M., & Kennison, A. (2021, June). Observation of colleagues’ teaching: Learning how to maximize learning opportunities for teachers. Session conducted virtually at the annual conference of the ASCD.
Garcia, N., Mortimer, J. P., Robinson, D., & Ball, D. L. (2021, February). Designing observational learning experiences that impact teaching practice. Presentation at the 25th Annual Conference of the Association of Mathematics Teacher Educators.
Shaughnessy, M., Garcia, N., Mortimer, J. P., & Ball, D. L. (2020, February). Practice-based professional development: Dilemmas in balancing pedagogies of enactment and pedagogies of practice. Presentation at the 24th Annual Conference of the Association of Mathematics Teacher Educators. Phoenix, AZ.
Shaughnessy, M., & Robinson, D. (2019, October). Supporting students in learning to critique mathematical arguments: Learning from others’ teaching. Session presented at the National Council of Teachers of Mathematics Regional Conference and Exposition. Nashville, TN.
Shaughnessy, M., & Garcia, N. (2019, September). Public teaching: A set of strategies coaches can use to support the “seeing” of teaching. Session presented at the National Council of Teachers of Mathematics Regional Conference and Exposition. Boston, MA.
Pynes, D., Garcia, N., & Shaughnessy, M. (2019, June). Discussions: Learning from others’ ideas. Presentation at the Cognitively Guided Instruction National Biannual Conference. Minneapolis, MN.
Garcia, N., Shaughnessy, M., Prawat, X. J., Pfaff, E., Mortimer, J., Cirino, N., Blunk, M., & Robinson, D. (2018, November). Changing Teaching Practice: Examining Professional Development Impact on Mathematics Discussion Leading Practice. Presented at the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC.
Shaughnessy, M., Garcia, N., & Pynes, D. (2018, October). Learning from others’ teaching: Supporting students in learning to critique mathematical arguments. Session presented at the National Council of Teachers of Mathematics Regional Conference and Exposition. Hartford, CT.