Department of Mathematics

CoIntegrate Mathematics

  •  Corey Drake and Kimberly Jansen, MSU and University of Virginia
  •  Novice Elementary Teachers’ Enactment of Ambitious Instruction in Mathematics: Challenges and Responses
  •  12/07/2018
  •  12:00 PM - 1:00 PM
  •  133F Erick

Substantial work in teacher education over the past several years has focused on elaborating and understanding the construct of ambitious instruction. While research on ambitious instruction has included detailed descriptions of ambitious teaching practices and the ways in which teacher education experiences are intended to promote the development of these practices, less research has investigated the conditions under which teachers, particularly novice teachers, are more or less likely to enact ambitious instruction (though Thompson, Windschitl, & Braaten, 2013, provide an exception). In this presentation, we will share the challenges to ambitious instruction identified by a group of 61 novice elementary teachers from four different teacher preparation programs. We will also share four types of responses novices had to these challenges and the implications of these responses for the enactment of ambitious instruction. -Thompson, J., Windschitl, M., & Braaten, M. (2013). Developing a theory of ambitious early-career teacher practice. American Education Research Journal, 50(3), 574-615.



Department of Mathematics
Michigan State University
619 Red Cedar Road
C212 Wells Hall
East Lansing, MI 48824

Phone: (517) 353-0844
Fax: (517) 432-1562

College of Natural Science