International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Careful Co-Planning for Effective Team Teaching in Mathematics
APA
In-text citation: (Marzocchi et al., 2021)
Reference: Marzocchi, A. S., Druken, B. K., & Brye, M. V. (2021). Careful Co-Planning for Effective Team Teaching in Mathematics. International Electronic Journal of Mathematics Education, 16(3), em0663. https://doi.org/10.29333/iejme/11299
AMA
In-text citation: (1), (2), (3), etc.
Reference: Marzocchi AS, Druken BK, Brye MV. Careful Co-Planning for Effective Team Teaching in Mathematics. INT ELECT J MATH ED. 2021;16(3), em0663. https://doi.org/10.29333/iejme/11299
Chicago
In-text citation: (Marzocchi et al., 2021)
Reference: Marzocchi, Alison S, Bridget K Druken, and Michelle V Brye. "Careful Co-Planning for Effective Team Teaching in Mathematics". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0663. https://doi.org/10.29333/iejme/11299
Harvard
In-text citation: (Marzocchi et al., 2021)
Reference: Marzocchi, A. S., Druken, B. K., and Brye, M. V. (2021). Careful Co-Planning for Effective Team Teaching in Mathematics. International Electronic Journal of Mathematics Education, 16(3), em0663. https://doi.org/10.29333/iejme/11299
MLA
In-text citation: (Marzocchi et al., 2021)
Reference: Marzocchi, Alison S et al. "Careful Co-Planning for Effective Team Teaching in Mathematics". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0663. https://doi.org/10.29333/iejme/11299
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Marzocchi AS, Druken BK, Brye MV. Careful Co-Planning for Effective Team Teaching in Mathematics. INT ELECT J MATH ED. 2021;16(3):em0663. https://doi.org/10.29333/iejme/11299

Abstract

This paper reports on a semester-long co-teaching investigation in which three mathematics teacher educators in the USA themselves enacted a co-plan/co-teach credentialing model in the context of a mathematics content course for future elementary teachers. The mathematics teacher educators sought to examine the co-planning practices for improving the team teaching co-teaching strategy. Data were collected from the mathematics teacher educators over fifteen weeks, including twice-weekly journal entries and classroom observation protocols. Utilizing a first-person research study design, the mathematics teacher educators found that a co-planning strategy could be used to maximize resources and improve lesson cohesion during team taught lessons. In particular, the mathematics teacher educators used co-planning meetings to divide lesson responsibilities by learning goal or by task. In this novel approach to mathematics teacher educator training, we describe the co-planning strategy along with its expansion, implementation, benefits, and limitations, and argue for its use in co-teachers’ co-planning repertoire.

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