Related Publications

NCTM Research Clip and Brief

McGatha, Davis, & Stokes; Research on the impact of mathematics specialists—specifically coaches—on teachers and students.

Excerpts from various sources about EMS

    • Educating Americans for the 21st Century (1983)
    • National Mathematics Advisory Panel Recommendations (2009)
    • Everybody Counts (1989)
    • Principles and Standards (2000)
    • Adding it Up (2001)
    • The Mathematical Education of Teachers (2001)

Articles

I Am a Math Coach, Now What?

Rapacki & Francis (2014); A teacher’s ultimately empowering experience of transitioning into an ill-defined, unanticipated leadership position.

The Journey of a Reluctant Mathematics Teacher Leader

Knapp (2017); A voice from the classroom: An autoethnographic study of a mathematics teacher's development to teacher leader.

Knowing Mathematics for Teaching: Who Knows Mathematics Well Enough to Teach Third Grade, and How Can We Decide?

Ball, Hill, & Bass (2005);

Learning to Lead/Leading to Learn

Stump (2013); Elementary and middle school teachers in a graduate class learned to use the PRIME Leadership Framework to focus on established principles, engaging with their colleagues, and specific tasks and challenges that math coaches face.

One Point of View: Elementary School Mathematics Specialists: Who Are They?

Dossey (1984); A plea is made for the mathematics education community to support the need for elementary school mathematics specialists. Roles of such specialists in primary as well as intermediate grades are listed.

What's Sophisticated about Elementary Mathematics? Plenty - That's Why Elementary Schools Need Mathematics Teachers

Wu (2009);

Who Should Lead Mathematics Instruction at the Elementary Level?

Reys & Fennell (2003) providing an argument for identifying and supporting mathematics specialists in elementary schools.

Nicole Rigelman rigelman@pdx.edu • Maggie Mcgatha maggie.mcgatha@louisville.edu