Rough Draft Math as an Evolving Practice: Incremental Changes in Mathematics Teachers’ Thinking and Instruction
Date
2024-11-19
Journal Title
Journal ISSN
Volume Title
Publisher
Education Sciences
Abstract
This paper presents exploratory findings suggesting that mathematics teachers can implement Rough Draft Math (RDM) by making small, incremental changes that align with their current practices and local contexts, including curriculum materials, with minimal support. Following a conference presentation and/or reading a book about pedagogy, teachers reported shifts in their thinking that facilitated their interest in enacting RDM and small changes they made to their teaching. The flexibility of RDM, as a general concept rather than a set of prescribed practices, allowed teachers to incorporate RDM to meet their own teaching goals. We propose that this adaptability enables teachers to incorporate RDM into their classrooms incrementally, reflecting their existing objectives for their students.
Description
This article was originally published in Education Sciences. The version of record is available at: https://doi.org/10.3390/educsci14111266.
© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Keywords
mathematics teaching, engagement, motivation, teaching practice
Citation
Jansen, Amanda, Megan Botello, and Elena M. Silla. 2024. "Rough Draft Math as an Evolving Practice: Incremental Changes in Mathematics Teachers’ Thinking and Instruction" Education Sciences 14, no. 11: 1266. https://doi.org/10.3390/educsci14111266