Deep, Specific Mathematics Discussions: Supporting Ambitious Mathematics Teaching by Supporting School-Based Coaches

Researchers suggest that growth in a coach’s capacity to facilitate deep and specific lesson-planning conversations predicts teaching improvement in creating opportunities for students to engage in cognitive thinking (Russell et al., 2020; Stein et al., 2021). Focusing on building the capacity of school-based mathematics coaches to support teachers’ development of ambitious teaching may be a way to amplify teachers’ professional development and capitalize on local expertise.

Author: Amy Brown