Supporting In-service Teachers’ Collective Learning of Ambitious Teaching Practices Through Teacher Time Outs

Figures & data

Figure 1. Cycle of enactment and investigation for PD (Wæge & Fauskanger, 2021).

Table 1. Patterns of TTO use in rehearsals and co-enactments.

Patterns of TTO use	Rehearsals (n = 18)	Co-enactments (n = 18)
Average length	16 min	36 min
Number of TTOs	175	166
Average number of TTOs	10	9
% of time spent on teaching	60%	90%
% of time spent on TTOs	40%	10%
Average length per TTO	61 sec	16 sec

Table 2. Frequency of the key practices, per TTO.^a

Teaching practice	% of all TTOs in rehearsals (n = 175)	% of all TTOs in co-enactments (n = 166)
Elicit and respond		39
Use of representations	29	21
Aiming towards goals	25	24
Launching a problem	23
Organising the board	18
Facilitating student talk	16

^a The table only includes the numbers for the most frequent practices.

Figure 2. Student count and strategies are represented on the board.

Figure 3. Student strategies for finding the number of dots in a quick image.

Figure 4. Student strategies for finding the number of dots in a quick image.

Figure 5. 4 × 25 represented on a number line.

Wæge, K., & Fauskanger, J. (2021). Teacher time outs in rehearsals: In-service teachers learning ambitious mathematics teaching practices. Journal of Mathematics Teacher Education, 24(6), 563–586. https://doi.org/10.1007/s10857-020-09474-0

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