This 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists (EMSs) in high-need, urban schools. Our inquiry centers on their experiences in the EMS preparation program and the development of important outcomes, specifically productive beliefs and teacher leadership. Data were gathered at the end of Year 1 via surveys of mathematical beliefs, coaching beliefs, and coaching practices, as well as individual and focus group interviews. The findings provide insights into participants’ growth and work as a more knowledgeable other, illuminating specific emphases of their efforts and influences of the project. When it comes to mathematical beliefs, as participants shifted toward embracing cognitively-oriented pedagogical beliefs, they became more efficacious in this learner-centered pedagogy. The findings also show variability in specific mathematics coaching practices, including those most participants were and were not using, and areas for improvement. Several themes are evident in the interview data: growing confidence for the uncomfortable, creating and finding spaces for stepping up, advocating for learned mathematics pedagogy, and building teacher capacity through interactions.

这个为期 5 年的数学专业发展项目涉及 27 名小学教师，他们在高需求的城市学校中作为初等数学专家 (EMS) 准备和支持。我们的调查集中在他们在 EMS 准备计划中的经验和重要成果的发展，特别是富有成效的信念和教师领导力。数据是在第 1 年末通过对数学信念、教练信念和教练实践的调查以及个人和焦点小组访谈收集的。调查结果提供了对参与者成长和作为更有知识的其他人工作的见解，阐明他们的努力和项目影响的具体重点。当谈到数学信念时，随着参与者转向接受以认知为导向的教学信念，他们在这种以学习者为中心的教学法中变得更加有效。调查结果还显示了特定数学辅导实践的可变性，包括大多数参与者使用和未使用的那些，以及需要改进的领域。访谈数据中有几个明显的主题：为不自在的人增加信心，创造和寻找提升的空间，倡导学习数学教学法，以及通过互动培养教师能力。