Characteristics of mathematics coaches' suggestions to teachers

• Published in: Mathematical thinking and learning Vol. 27; no. 2; pp. 242 - 268
• Main Authors: Amador, Julie M., Gillespie, Ryan, Choppin, Jeffrey, Carson, Cynthia D.
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 03.04.2025; Taylor & Francis Ltd
• Subjects: ambitious teaching; Coaching; coaching cycle; directive; discussion; lesson planning; Mathematics Education; Mathematics Teachers; noticing; Pressing; tasks; Teachers; Teaching Methods
• ISSN: 1098-6065; 1532-7833
• DOI: 10.1080/10986065.2023.2300862

We developed an analytic framework related to the suggestions coaches provided to mathematics teachers as they engaged in content-focused coaching cycles. We analyzed 712 suggestions from nine coaches and 58 coaching conversations. Analysis focused on what the suggestion entailed and how suggestions were made. Most suggestions focused on revising or adding a task feature or asking questions to advance students' thinking. Most suggestions were not contingent on what happened during the lesson and were specific and clear about content and timing, especially when focused on lesson design. The least specific suggestions were around making student thinking public, with suggestions about eliciting and pressing having the highest clarity. We found a strong relationship between suggestions about eliciting and pressing and a connection to mathematical goals or representations. We explain the framework for analytic categories for suggestions, describe findings, and connect categories to principles of content-focused coaching and ambitious teaching practices.