Empowering mathematics teacher development

The necessity of content-specific supervision and feedback

Bibliographic Data

ID10830623
AuthorsPatrick Ocran (0000-0002-5168-8736, Utah State University, corresponding author), Alyson L Lavigne (0000-0002-2763-4551, Utah State University)
Year2026
Volume65
Issue1
Pages67-81
Publication date2026-01-02
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2025.2607949
OpenAlexW7118174340
LanguageEN
References cited27

Feedback is a significant element in the supervision process; yet, teachers rarely receive content-based feedback from their supervisors. As mathematics education continues to advance and encounter emerging challenges, the role of effective supervision becomes more crucial. We highlight the importance of content-specific supervision and feedback in the development of mathematics pre- and in-service teachers. We apply Shulman’s (1986) pedagogical content knowledge, developmental supervision (Glickman et al. 2023; Gordon, 1990), and reflective theory (Dewey, 1933) to illustrate how supervisors can provide meaningful and actionable feedback to mathematics teachers

Connected Mathematics · Faculty Development · Mathematics curriculum · Reform mathematics · Teacher education · Teaching method · Mathematics Education and Teaching Techniques · Student Assessment and Feedback · Teacher Education and Leadership Studies

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