"Reorganizing educational contexts to support ambitious goals for the teaching and learning of mathematics"

In this talk, I frame the problem
of improving students’ opportunities to learn mathematics as involving both the
specification of productive forms of classroom practice as well as the reorganization
of the contexts in which teachers (learn to) teach.  I share a recent analysis to illustrate the
specification of potentially productive forms of classroom practice. I then
consider how aspects of the contexts in which teachers teach might be
reorganized to support teachers to develop and enact productive classroom
practice.