The transition from experienced teacher to mathematics coach

Kathryn B. Chval, Fran Arbaugh, John K. Lannin, Delinda Van Garderen, Liza Cummings, Anne T. Estapa, Maryann E. Huey

Research output: Contribution to journalArticlepeer-review

45 Scopus citations


This study draws on the theoretical underpinnings of the research literature in identity and investigates the transition from experienced teacher to novice mathematics coach. The 4 components of a math coach's identity (coach as supporter of teachers, coach as supporter of students, coach as learner, and coach as supporter of the school-at-large) that this study highlights were enacted by the beginning coaches on their school stage and negotiated with their audience (i.e., teachers, principals) as they attempted to fulfill these roles within the school environment. By examining the roles, expectations, and interactions of first-year mathematics coaches, we deepen our understanding of the demands placed on novice mathematics coaches as they assume new roles and identities.

Original languageEnglish (US)
Pages (from-to)191-216
Number of pages26
JournalElementary School Journal
Issue number1
StatePublished - Sep 1 2010

All Science Journal Classification (ASJC) codes

  • Education


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