ABSTRACT
Given these issues, we began our project by explicitly introducing leaders to the construct of sociomathematical norms for explanation (Yackel & Cobb, 1996). We framed our discussion of videocases of professional development with leaders by identifying the sociomathematical norms for what constitutes a good explanation that seemed to govern mathematical discussions among teachers. Leaders’ capacities to cultivate deep understanding of mathematics depend on their abilities to know what and how to press for mathematical understanding. We wanted them to be more intentional in how their facilitation of professional development cultivated norms for mathematical explanation. When leaders work with colleagues in professional development, tension is likely to arise when they focus on teachers’ mathematical understandings and uncover teachers’ mathematical confusions. Leaders are likely to grapple with navigating the use of errors, negotiating teachers’ social and intellectual status among colleagues, and connecting
mathematical work done in the professional development context to work that teachers do with their students.
