Student voice and its role in creating cognitive dissonance: the neglected narrative in teacher professional development

Figures & data

Table 1. Overview and timeline of professional development.

Timeline	Foci	Sample content
Phase 1 Session 1 (90 minutes)	Introduction to reform-based mathematics teaching Teacher reflection	Exploration of challenges in mathematics teaching Unpacking Hiebert et al.’s (1997) instructional framework Individual teacher reflections on mathematics teaching
Phase 1 Session 2 (90 minutes)	Exploration of ‘measurement’ Exploration of sample tasks for conceptual development of length	Principles of measurement; measurement instruments; types of scales; standard units; conceptual definitions for length, height, distance; definitions for perimeter, radius, diameter, circumference; prefix naming system Sample tasks for each stage; common student misconceptions; vocabulary; use of personal benchmarks; concrete resources for non-standard and standard units
Phase 1 Session 3 (60 minutes)	Analysis of student voice Teacher reflection Collaborative teacher planning	Analysis of student voice data and comparison with Hiebert et al.’s instructional framework Identification of areas for improvement Teacher planning for length lessons based on the curriculum and Hiebert et al.’s instructional framework
Phase 1 Session 4 (90 minutes)	Collaborative teacher planning Teaching resources	Teacher planning for length lessons based on the curriculum and Hiebert et al.’s instructional framework Exploration of different types of tasks for teaching length, e.g. open-ended, projects, rich tasks, etc. Exploration of resources for teaching length
Phase 2 Session 1 (90 minutes)	Analysis of student voice Revision of instructional framework Observation of practice Professional readings/external expertise	Analysis of new student voice data – from the end of Phase 1 Comparison with initial student voice data, that is, from before and after implementation of intervention Identification of areas of strength and areas for improvement Collaborative revision of instructional framework based on experiences in Phase 1 Analysis of Deborah Ball video footage to explore the role of the teacher in whole class discussion (with a focus on reasoning and mathematical discussion) Teachers read and discussed Mathematics as Teaching (Pratt 2002) Teachers were asked to read Telling Matters in Mathematics Teaching and Learning (Dooley 2011) in their own time
Phase 2 Session 2 (60 minutes)	Professional readings/external expertise Teacher reflection Professional conversations/external expertise Creation of resources	Discussion on the professional readings from last session Teachers read selected excerpts from Teaching Problems and the Problems of Teaching (Lampert 2001) Individual teacher reflection on length lessons in Phase 1 Podcast of Seán Delaney’s interview with Jo Boaler Creation of ‘stock’ phrases or language that could help teachers while facilitating mathematical discussion
Phase 2 Session 3 (60 minutes)	Exploration of sample tasks for conceptual development of weight Problem-solving tasks Analysis of ‘problems’ in textbook	Definitions of weight and mass; measurement instruments; standard units Sample tasks for each stage; common student misconceptions; vocabulary including comparatives and superlatives; use of personal benchmarks; concrete resources for non-standard and standard units Engagement in rich mathematical tasks based on weight from www.nrich.org Analysis of ‘problems’ in textbooks and comparison between problems on nrich.org and philosophy of instructional framework

Table 2. Tracker classes.

	Class	Indicative ages	Position	Teaching experience
Ann	Senior infants (SI)	5–6 year olds	Permanent	10+ years
Bernie	Second class (2nd)	7–8 year olds	Permanent	>5 years
Catherine	Fifth class (5th)	10–11 year olds	Substitute	>3 years
Deirdre	Sixth class (6th)	11–12 year olds	Permanent	5–10 years

Table 3. Data collection schedule throughout the study.

Data Method	Activity	Participants	Before study	Phase 1	Phase 2	Study end
Interviews	Focus group interview One-to-one interview	Students (24) Teachers (4) Tracker teachers (4) Principal	√	√ √	√ √	√ √
Document review	Teacher reflections Learning logs Work samples Collaborative Lesson plans Field notes Reflective journal	Class teachers (7) Students (80) Students (24) Teachers (13) Researcher Researcher	√ √ √	√ √ √ √ √	√ √ √ √ √	√ √
Observation	Mathematics lessons Engagement in professional development	Teachers (4) Students (104) Teacher and principal (13)		√ √ √	√ √ √
Audio-visual methods	Digital photographs of mathematical tasks during lesson observation	n/a		√	√

Hiebert, J., et al., 1997. Making sense: teaching and learning mathematics with understanding. Portsmouth: Heinemann.

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Pratt, N., 2002. Mathematics as thinking. Mathematics teaching, 181, 34–37.

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Dooley, T., 2011. Telling matters in mathematics teaching and learning. In: T. Dooley, D. Corcoran, and M. Ryan, eds. The proceedings of the fourth national conference on research in mathematics education. Dublin: St. Patrick’s College, 19–38.

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