Publication Date


Document Type



Master of Arts in Education (MA)

MA Concentration

Teaching Mathematics


Coaching, mathematics, situated learning theory


Helen Hawley-Davis, Pamela A. Redmond, Jim O'Connor


This thesis presents findings from a mixed methods study on the effects of time on mathematics coaching of 38 teachers conducted over two-years in a northern California school district employing one mathematics coach. Following Lave and Wenger's theory of situated learning in a community of practice (1991), the researcher/coach set out to examine four critical elements of time and its effect on coaching teachers in multiple schools. The four elements of time were frequency, quantity, duration, and quality of time. Data was collected through surveys, time/diaries, and shared documents. Through descriptive statistics of quantitative data and inductive analysis of qualitative data, findings revealed that teachers overwhelmingly valued the time for in class lesson support followed by time for reflection on the same day. Teachers also valued time for group planning and extended time in a two-year model for coaching. Implications for mathematics coaching programs suggest that time as a precious commodity needs to be carefully considered when designing a coaching program in order to meet the needs of the teachers it serves.