Relating Student Outcomes to Teacher Development of Student-adaptive Pedagogy

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Conference Proceeding

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We examine a 4th grade teacher’s development of a constructivist-based, adaptive pedagogy (AP) approach—and its contribution to student multiplicative reasoning and outcomes, mixing qualitative analysis of segments from her interviews with quantitative analysis of her student outcomes on the state-mandated test. Her reflections indicate a shift to this pedagogical approach, which tailors the intended mathematics and classroom activities to students’ available conceptions. The data reflect how, via professional development, her new understanding of students’ learning to reason multiplicatively promoted learning opportunities for them and thus—their outcomes. We discuss how linking teacher development to student conceptions—adaptive pedagogy—can contribute to improving their outcomes.