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Derek Williams
Montana State University
Estados Unidos
Michele Cudd
North Carolina State University
Estados Unidos
Karen Hollebrands
North Carolina State University
Estados Unidos
Hollylynne Lee
North Carolina State University
Estados Unidos
Vol. 15 Núm. 1: (Octubre, 2020), Artículos, Páginas 51-68
Recibido: Sep 14, 2019 Aceptado: Nov 8, 2020 Publicado: Nov 8, 2020


We observed eight beginning secondary mathematics teachers’ classrooms to investigate which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn collaboratively – either in small groups or as a whole class – coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.


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