Coaching as a Means of Promoting Teacher Talk Regarding Mathematical Reasoning in the Classroom

Purpose of the Study:\ud The purpose of this study is to find ways to best utilize a staff development\ud model known as peer-coaching to help teachers focus on mathematical\ud reasoning as a basis for their collaborative conversation. This study is based\ud on the analysis of pre- and post-observation conversations during two peer-coaching\ud cycles, aimed at improving students' mathematical reasoning.\ud Procedure:\ud To answer the specific question of how can teachers effectively collaborate to\ud promote mathematical reasoning and understanding, I used a qualitative\ud research model, analyzing aspects of conversations with participating teachers\ud containing reference to or engagement in mathematical reasoning and the\ud decisions I made as a coach to promote such conversation.\ud Findings:\ud The amount of focus in conversations around mathematical reasoning with\ud teachers in peer-coaching cycles was highly influenced by the coach's\ud decisions regarding making explicit the goal of the promotion of math\ud reasoning, the coach's preparation in considering math content before each\ud peer-coaching cycle, as well as aspects of the lesson referring to particular\ud needs of students for mathematical understanding.\ud Conclusions:\ud Mathematical reasoning can be best promoted in conversations structured\ud around peer-coaching when goal is made explicit, there is careful preparation\ud on the coach's part before each peer-coaching cycle and can be influenced by\ud conversation focused on particular student learning needs