Salience and feasibility of enacting rough draft math: Teachers’ voices about productive and powerful variations
Date
2024-08-17
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Mathematics Teacher Education
Abstract
Rough draft math [RDM] (Jansen, 2020a) occurs when a teacher invites students to share their in-progress thinking and provides opportunities for students to revise their thinking. RDM could be viewed as an approach to ambitious teaching because it is a practice when teachers elicit and respond to students’ thinking to support their learning, which is productive, and their positive identity development, which is powerful. The purpose of this study was to identify salient and feasible enactments of rough draft math, as described by teachers after they have learned about RDM through a book study and/or professional development. We interviewed 32 teachers in eight states in the USA, and we identified variations among the two most feasible and salient enactments of RDM: (1) inviting students to revise and (2) purposeful task selection and implementation. Variations in revising enactments included providing students with structured or unstructured revision opportunities and different ways teachers incorporated revising into their assessment practices (either test corrections or student self-assessment). Variations in task selection included modifying curricular tasks or using instructional routines intentionally. Variations in task implementation included implementing tasks to reinforce content or develop new understandings. We developed conjectures about the ways in which these variations could provide powerful or productive opportunities for students.
Description
This article was originally published in Journal of Mathematics Teacher Education. The version of record is available at: https://doi.org/10.1007/s10857-024-09650-6. © The Author(s) 2024, corrected publication 2024.
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Keywords
rough draft math, ambitious mathematics teaching, productive and powerful mathematics, enactments, teaching practice
Citation
Jansen, A., Silla, E. & Collier, C. Salience and feasibility of enacting rough draft math: Teachers’ voices about productive and powerful variations. J Math Teacher Educ (2024). https://doi.org/10.1007/s10857-024-09650-6