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Project SIGMa

Project Vita

SIGMa Project Vita 

2019-2020

Video Based Coaching

  • Buenrostro, P. M., Marshall, S. A., & Horn, I. S., (2020, April). Coaching through co-inquiry: Augmenting teachers’ pedagogical judgment through video. Peer-reviewed paper presented at American Educational Research Association annual meeting, San Francisco, CA. (Conference Cancelled).
  • Marshall, S. A., Buenrostro, P. M., & Horn, I. S. (2019, April). Using teachers’ and students’ sensemaking in coaching: Supporting development of real-world mathematical connections. Peer-reviewed paper presented at American Educational Research Association annual meeting, Toronto, Canada.
  • Marshall, S. A., Buenrostro, P. M., Chen, G. A., Garner, B., Ehrenfeld, N., & Horn, I. S. (2019, February). Adding value in coaching by centering the mathematics. Peer-reviewed paper presented at the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL.
  • Marshall, S. A., & Buenrostro, P. M. (2018, October). “When am I going to use this in the real world?”: Supporting teachers in their quest for authentic mathematical learning experiences. Paper presented at the Learning Sciences Graduate Student Conference, Nashville, TN.
  • Garner, B., Horn, I. S., Chen, G. A., & Marshall, S. A. (2018, February). Video-based formative feedback: Supporting in-service teachers’ learning. Peer-reviewed paper presented at the Twenty-Second Annual Conference of the Association of Mathematics Teacher Educators, Houston, TX.
  • Garner, B. (In Preparation). Strong Moves: Framing and Re-framing in coaching conversations.
  • Buenrostro, P., Marshall, S. A., & Horn, I. S. (in preparation). Adding Value in Coaching: Coaching from the Nexus of Mathematics, Teaching, and Student Thinking.
  • Jurow, A.S., Horn, I.S., & Philip, T.M. (2019). Re-mediating knowledge infrastructures: a site for innovation in teacher education. Journal of Education for Teaching. 45(1), 82-96, https://doi.org/10.1080/02607476.2019.1550607
  • Horn, I. S., Schneeberger McGugan, K. (Under review). Adaptive expertise in mathematics teaching during a crisis:  How highly-committed secondary U.S. mathematics teachers adjust their instruction in the COVID-19 pandemic. Educational Studies in Mathematics. 

Mathematics Teachers’ Learning

  • Chen, G.A. (2020). Bearing witness to mathematical ghosts: The ethics of teachers seeking justice. In Proceedings of the forty-second annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Mazatlan, Mexico.
  • Ehrenfeld, N., Schneeberger McGugan, K., Marshall, S.A., & Garner, B. (2020). Reconciling contexts and external conceptual resources in mathematics teachers’ collaborative sensemaking. In Proceedings of the forty-second annual meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education. Mazatlan, Mexico.
  • Horn, I., Garner, B., & Ehrenfeld, N (2020, April). Learning to listen closely: Experienced mathematics teachers’ instructional tuning via video feedback. In M. Gresalfi & I. Horn (Eds.) The International Conference of the Learning Sciences (ICLS), 2020. Nashville, TN: International Society of the Learning Sciences.
  • Ehrenfeld, N., Garner, B., Marshall, S., & Schneeberger McGugan, K. (2020, April) Teacher Collaborative Sensemaking with — and about — External Conceptual Resources. In I. Horn and M. Gresalfi (Eds.) The International Conference of the Learning Sciences (ICLS), 2020. Nashville, TN: International Society of the Learning Sciences.
  • Chen, G.A. (2020, April). “Being able to help students… has to be earned:” Making sense of relational work in mathematics. In M. Gresalfi & I. Horn (Eds.) The International Conference of the Learning Sciences (ICLS), 2020. Nashville, TN: International Society of the Learning Sciences.
  • Chen, G. A., & Marshall, S. A. (2019). Conversational patterns and opportunities for teacher learning in collaborative planning conversations. In S. Otten, A. G., Candela, Z. de Araujo, C. Haines, & C. Munter (Eds.) Proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 574-578). St. Louis, MO: University of Missouri.
  • Ehrenfeld, N., Jasien, L. & Metts, E. (2019, October). Instructional dilemmas during groupwork monitoring – when, where and how (not) to intervene? Burst session at the National Council of Teachers of Mathematics Regional Conference, Nashville, TN.
  • Ehrenfeld, N., & Marshall, S. A. (2019, October). Conceptual resources in teacher professional conversations. Peer-reviewed paper presented at the Learning Sciences Graduate Student Conference, Chicago, IL.
  • Horn, I.S. (2019, April). What’s Hard for Experienced Math Teachers? Making In-the-Moment Decisions Facilitating Mathematical Discourse. Spotlight Presentation, National Council of Teachers of Mathematics annual meeting.
  • Horn, I.S. (2019, February). If We Know So Much About Good Math and Science Teaching, Why is It So Hard to Do? Keynote at Tennessee State STEM Conference, Murfreesboro, TN.
  • Horn, I.S. (2019, January). Teachers’ Workplace Learning: How Teachers Make Sense of Promoted Instructional Practices. Keynote at the Ministry of Education, Jerusalem, Israel.
  • Horn, I.S. (2019). Supporting the Development of Pedagogical Judgment: Connecting Instruction to Context. In G. Lloyd & C. Lynch (Eds.)  Participants in Mathematics Teacher Education: Individuals, Teams, Communities and Networks. International Handbook of Mathematics Teacher Education, Volume 3
  • Marshall, S. A., & Horn, I. S. (2018, April). Teachers’ recontextualization of practices learned in professional development: The importance of professional learning goals in context. Peer-reviewed paper presented at American Educational Research Association annual meeting, New York, NY.
  • Marshall, S. A. (2018, April). Adaptations and innovations: Teachers’ agency and goals in learning from professional development. Peer-reviewed poster presentation at American Educational Research Association annual meeting, New York, NY.
  • Marshall, S. A. & Buenrostro, P. (in preparation). Examining Accomplished Teachers’ Problems of Practice in Video-based Formative Feedback Cycles
  • Buenrostro, P. & Ehrenfeld, N.* (November, 2019). Math teachers’ sensemaking and enactment of the Discourse of “perseverance”. Proceedings of the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, St. Louis, MO.

*The authors contributed equally to this paper

  • Buenrostro, P. & Ehrenfeld, N. (under review). More than overcoming walls: Conceptual framework for making sense of ‘perseverance’ in math classrooms. Journal of Mathematics Teacher Education.
  • Schneeberger McGugan, K. (2019, September). Connecting Teachers’ Emotions, Identity and Sensemaking Through the Lens of Pedagogical Judgment. Poster presented at the Learning Sciences Graduate Student Conference. Evanston, IL.
  • Horn, I.S. & Bannister, N. (2020, February). Interactionist Perspectives on Mathematics Teachers’ Collaborative Learning. International Commission of Mathematics Instruction Study Conference. Lisbon, Portugal.
  • Schneeberger McGugan, K., Garner, B., and Horn, I.S. (2020, April). “This is HARD”: The Role of Emotions in Coaching Conversations. Peer-reviewed paper, American Educational Research Association annual meeting, San Francisco, CA.

 

Making Sense of Equity

  • Yoon, I., Buenrostro, P., Chen, G.A., Shrodes, A., Uttamchandani, S., & Jurow, S. (2020, April). Building Nepantla: Humanizing Pedagogies and the Learning Sciences. In M. Gresalfi and I. Horn (Eds.) The International Conference of the Learning Sciences (ICLS), 2020. Nashville, TN: International Society of the Learning Sciences.
  • Chen, G.A., & Garner, B. (2018, February). How veteran mathematics teachers (learn to) act for equity and social justice. Paper presented at the Association of Mathematics Teacher Educators Annual Conference, Houston, TX.
  • Chen, G.A., & Yong, D. (2017, December). “A little more radical”: Secondary mathematics teachers moving toward justice and equity. Paper presented at the 7th International Conference on Education and Social Justice, Honolulu, HI.
  • Marshall, S. A., & Chen, G. A. (2018, May). Finding our role in the system: The co-construction of a mathematics teacher axiology. Invited paper presentation at the Working Conference on Discourse Analysis in Educational Research, Columbus, OH.
  • Chen, G.A. & Marshall, S.A. (2018, September). “That makes me a really great teacher”: Logics of White Christian womanhood in teaching. Peer-reviewed presented at the Race & Pedagogy National Conference, Tacoma, WA.
  • Marshall, S.A. & Chen, G.A. (2018, October). Divining affordances:  How do teachers find and capitalize on opportunities to disrupt oppressive schooling? Peer-reviewed paper presented at the 8th International Conference on Education and Social Justice, Honolulu, HI.
  • Chen, G.A. (2018, October). What/where is the Los Angeles in Math for America Los Angeles? In Pierson, A. and Vogelstein, L. (Eds.), Designing the learning sciences: Thinking deeply about the relationship between theory and design (pp. 72-73). Nashville, TN: Learning Sciences Graduate Student Conference. Available online.
  • Chen, G.A. & Marshall, S.A. (2018, November). Mathematics Teachers’ Learning to Enact Change in Oppressive Systems. Peer-reviewed paper presented at the International Conference on Urban Education; Nassau, Bahamas.
  • Ehrenfeld, N., Marshall, S. A., Chen, G. A. (2019, Feb) Teachers’ judgments during students’ groupwork. Presented as part of an extended session Toward Emancipatory Pedagogies in the Research, Teaching and Learning of P-20 Mathematics at the Twenty-Third Annual Conference of the Association of Mathematics Teacher Educators. Orlando, FL.
  • Schneeberger McGugan, K. (2019, November). The Emotionality of Equitable Teaching. Paper presented at the 9th International Conference on Education and Social Justice, Honolulu, HI.
  • Garner, B., & Buenrostro, P. (2020, February). An Intersectional Analysis of Justice-oriented Mathematics Teaching. Session conducted at the Association of Mathematics Teacher Educators Annual Conference, Phoenix, AZ.

Mathematics Teaching Practice

  • Ehrenfeld, N., Horn, I., Moses, J., & Garner, B., (2020, April). Teacher Groupwork Monitoring Routines and the Nature of Students’ Conversation in Small Groups. In M. Gresalfi & I. Horn (Eds.) The International Conference of the Learning Sciences (ICLS), 2020. Nashville, TN: International Society of the Learning Sciences.
  • Garner, B. (2019). Should I Stay or Should I Go Now? Paper presented at the Annual Conference of the Association of Mathematics Teacher Educators, Orlando, FL.
  • Ehrenfeld, N. &  Horn, I. S. (2018, September). Exploring Groupwork Monitoring Routines. Invited Participant, Workshop on Diversifying and Deepening Engagement and Learning in STEM: Bringing Together Dutch and U.S. Scholars. The Hague, The Netherlands.
  • Chen, G.A., Marshall, S. & Horn, I.S. (2020). “How do I choose?” Mathematics Teachers’ Sensemaking about Pedagogical Responsibility. Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2020.1735497
  • Ehrenfeld, N. & Horn, I. S. (2019). Teacher monitoring routines: Understanding pedagogical judgments during students’ collaborative learning. In Lund, K. et al. (Eds.) Proceedings of the 13th international conference on Computer Supported Collaborative Learning (Volume 1), pp. 120-127. Lyon, France.
  • Ehrenfeld, N., Horn, I.S. Initiation-entry-focus-exit and participation: a framework for understanding teacher groupwork monitoring routines. Educational Studies in Mathematics. 103, 251–272 (2020). https://doi.org/10.1007/s10649-020-09939-2

 

Non-Academic Writing

  • Schneeberger McGugan, Katherine. (2020, May). How are teachers making sense of teaching during COVID-19? Guest post at the Global Math Department Newsletter.
  • Jasien, Lara. (2020, February). (Teachers and) SWBAT Thrive. Guest post at the Global Math Department Newsletter.
  • Buenrostro, P. & Ehrenfeld, N. (2020, January). What do we mean when we talk about perseverance in math classroom? Guest post at the Global Math Department Newsletter.
  • Ehrenfeld, N., Chen, G. A. & Horn, I. S. (2019, March). Making Sense of Groupwork Monitoring. Guest post at the Global Math Department Newsletter.
  • Ehrenfeld, N., Chen, G. A. & Horn, I. S. (2019, September). A Framework for Thinking About Groupwork Facilitation. Guest post at the Laboratory for the Study of Pedagogy, BGU. (Hebrew).
  • Chen, G.A. & Goza, N (2019, September). Classroom as Community, Students as Invitors.  Guest post at the Global Math Department Newsletter.
  • Marshall, S. A., Buenrostro, P., Moses, J., Horn, I.S. (2019, September). Problems of Practice. Guest post at the Global Math Department Newsletter.
  • Horn, I.S. (2019, October). How Do People Think About “Teacher Learning” and Why Does It Matter? Guest post at the Global Math Department Newsletter.
  • Schneeberger McGugan, K., Garner, B., & Horn, I. S. (2019, November). Why It’s Okay to Cry At Work. Guest post at the Global Math Department Newsletter.
  • Horn, I.S. (2019, August) Let Them Laugh: Using Humor in Math Class. Part of the Humanizing Mathematics Virtual Conference. https://teachingmathculture.wordpress.com/2019/08/21/let-them-laugh-using-humor-in-math-class/

For more information on the following publications or presentations, please contact projectsigmavandy@gmail.com