Purpose

This paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.

Design/methodology/approach

Narrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.

Findings

The initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.

Originality/value

This study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.

中文翻译：

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培养教师专业注意力的辅导：以学生和数学为中心进行规划

目的

本文研究了有意的数学辅导实践如何通过相互关联的协作辅导周期培养教师对“雄心勃勃的教学实践”（NCTM，2020）的专业注意。

设计/方法/方法

叙事分析用于检查数学教练和新手教师的观察结果，以更好地了解教练在帮助教师参与雄心勃勃的数学教学 (AMT) 实践方面的作用。

调查结果

本研究的初步结果表明，有意识地使用重点目标、迭代辅导周期和逐步发布的辅导模式可以支持对 AMT 的关注从由教练领导转变为由教师促进。

原创性/价值

这项研究为数学辅导的功能提供了新的见解，可以促进教师注意和实践向 AMT 的转变。它有助于研究在与教师对话的背景下数学辅导的内容和声音，以及结构化、有意、持续的辅导支持对教师注意的潜在影响。