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Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform


by Kara Jackson, Lynsey Gibbons & Charlotte J. Sharpe — 2017


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Cite This Article as: Teachers College Record Volume 119 Number 7, 2017, p. 1-43
http://www.tcrecord.org ID Number: 21791, Date Accessed: 10/21/2017 8:21:39 AM
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About the Author
  • Kara Jackson
    University of Washington
    E-mail Author
    KARA JACKSON is an associate professor of mathematics education at the University of Washington. Her research focuses on specifying forms of practice that support all learners in participating in rigorous mathematics and reorganizing educational contexts to support teachers in developing such forms of practice. Recent publications include: Jackson, K., Cobb, P., Wilson, J., Webster, M., Dunlap, C., & Appelgate, M. (2015). Investigating the development of mathematics leaders' capacity to support teachers' learning on a large scale. ZDM Mathematics Education, 47(1), 93–104; and Jackson, K., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 44(4), 646–682.
  • Lynsey Gibbons
    Boston University
    E-mail Author
    LYNSEY GIBBONS is an assistant professor of mathematics education at Boston University. Her research focuses on the challenge of organizing school- and district-level contexts to support teachers’ development of high-quality instructional practices that are productive for student learning. Recent publications include: Gibbons, L. K., & Cobb, P. (2016). Examining content-focused coaching knowledge and practices implicated in designing coaching activities. Elementary School Journal, 117(2), 237–259.
  • Charlotte Sharpe
    Vanderbilt University
    E-mail Author
    CHARLOTTE J. SHARPE is a postdoctoral fellow in elementary mathematics education at Syracuse University. Her research focuses on how teachers come to develop ambitious instructional practices in both teacher education and school settings, and how the vision and practice of others in these settings shapes teachers’ opportunities to learn. Recent publications include: Dunlap, C., Webster, M., Jackson, K., & Cobb, P. (2015). Schooling leaders on the common core. Available at www.kappancommoncore.org.
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