We describe a cross-university research collaboration project aimed at understanding how mathematics teachers become inducted into the profession in a positive way. Preliminary analyses suggest that teacher learning is productively linked to a teacher’s frame alignment processes over time. We will explain this linkage through cases from our data that compare an individual teacher’s interpretive orientation with NCTM’s vision for teaching and learning mathematics. Participants will examine multiple excerpts from our data and help us think about how to move our ideas forward in ways that are productive, novel, and helpful to a broad audience.

Session Type: Discussion Session