{'fraction_non_alphanumeric': 0.020994475138121547, 'fraction_numerical': 0.004419889502762431, 'mean_word_length': 5.711111111111111, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Building Content and Communities: Developing a Shared Sense of Early Childhood Mathematics Pedagogy

This article presents results from a case study analyzing the process of change for early childhood educators as they engage in a semester-long professional development (PD) experience focused on developing a teacher research agenda related to mathematics instruction. During this PD experience, 11 participants (5 second-grade and 6 third-grade teachers) developed a research question, collected and analyzed data, and used results to inform mathematics instruction. The overarching question guiding this study was: How does an ongoing mathematics PD model focused on developing a teacher research agenda impact the instructional practice of second- and third-grade teachers? Instructional shifts were apparent across participants, but only after building a shared sense of community during PD sessions.