Systems approaches to professional and decisional mathematics capital
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose This study aims to explore how the theories of professional capital and decisional capital can be extended to introduce “professional mathematics capital” and “decisional mathematics capital”. Design/methodology/approach Professional development (PD) efforts in one school district in elementary mathematics education are described to illustrate these extensions and to contemplate ways to enhance teacher learning of mathematics pedagogy. Findings Both theoretical extensions provided useful frameworks for conceptualizing mathematics PD. Preliminary evidence suggests that participants demonstrated the emergence of professional and decisional mathematics capital. Research limitations/implications While there were observed and reported changes to teacher practice, further research is needed to explore the implications of these theoretical extensions on student learning. Originality/value This study serves to enhance the literature related to PD and teachers' mathematical content knowledge. The theoretical extensions of professional and decisional mathematics capital are a novel and promising concept that allows for a unique approach to be laid out for those designing PD in mathematics.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it