Careful Co-Planning for Effective Team Teaching in Mathematics

Alison S Marzocchi; Bridget K Druken; Michelle V Brye

doi:10.29333/iejme/11299

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Alison S Marzocchi ¹ ^* , Bridget K Druken ¹ , Michelle V Brye ¹

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¹ California State University, Fullerton, CA, USA^* Corresponding Author

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.

Keywords

co-teaching
co-planning
team teaching
cooperative teaching
mathematics teacher educators
mathematics education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 16, Issue 3, October 2021, Article No: em0663

https://doi.org/10.29333/iejme/11299

Publication date: 21 Oct 2021

Article Views: 2338

Article Downloads: 1893

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Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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How to cite this article

APA

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

Vancouver

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

AMA

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

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

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

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