RETRACTED: A modified approach to professional learning communities in mathematics: Fostering teacher reflection around formative assessments of students’ thinking

Needs, Makayla; Bahr, Damon L.; McMillan, Brandon G.; Nixon, Ryan S.; Braden, Quinn H.; Royster, Rachel

doi:10.3389/feduc.2022.1040805

ORIGINAL RESEARCH article

Front. Educ. , 20 October 2022

Sec. Teacher Education

Volume 7 - 2022 | https://doi.org/10.3389/feduc.2022.1040805

This article is part of the Research Topic The Role of Reflection in Teacher and Teacher Educator Development View all 18 articles

RETRACTED: A modified approach to professional learning communities in mathematics: Fostering teacher reflection around formative assessments of students’ thinking

Retracted

A retraction of this article was approved in:

Retraction: A modified approach to professional learning communities in mathematics: fostering teacher reflection around formative assessments of student's thinking
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$\r\nMakayla Needs Damon L. Bahr Brandon G. McMillan Ryan S. Nixon Quinn H. Braden Rachel Royster$ Makayla Needs

Damon L. Bahr^*

Brandon G. McMillan

Ryan S. Nixon

Quinn H. Braden

Rachel Royster

Department of Teacher Education, Brigham Young University, Provo, UT, United States

This article has been retracted. Please follow the link to the full retraction notice for details.

Citation: Needs M, Bahr DL, McMillan BG, Nixon RS, Braden QH and Royster R (2022) A modified approach to professional learning communities in mathematics: Fostering teacher reflection around formative assessments of students’ thinking. Front. Educ. 7:1040805. doi: 10.3389/feduc.2022.1040805

Received: 09 September 2022; Accepted: 05 October 2022;
Published: 20 October 2022; Retracted: 01 August 2023.

Edited by:

Shaun Murphy, University of Saskatchewan, Canada

Reviewed by:

Stavros Stavrou, University of Saskatchewan, Canada
Mary Frances Rice, University of New Mexico, United States

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RETRACTED: A modified approach to professional learning communities in mathematics: Fostering teacher reflection around formative assessments of students’ thinking

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