Algebra 1 Teachers’ Circulation and Initiation Patterns: Responding to Instructional Obligations

Algebra 1 Teachers’ Circulation and Initiation Patterns: Responding to Instructional Obligations | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Algebra 1 Teachers’ Circulation and Initiation Patterns: Responding to Instructional Obligations Mitchelle M. Wambua, Maria Nielsen Stewart, Samuel Otten, Zandra de Araujo, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9236705/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Teacher circulation is a common yet understudied practice in mathematics classes. In this study, we examined classroom observation data focused on teacher circulation and initiation patterns in 51 Algebra classrooms across diverse contexts within the US. We also analyzed the teachers’ interview data using the practical rationality framework to understand their justifications for how they circulate and initiate discussions during student work time. We found that the majority of teachers were up and moving around (circulating), and they engaged in both proactive and reactive initiation of conversations with students. The teachers shared varied justifications for their circulation and initiation patterns, including their obligation to support students’ learning by meeting individual student needs, addressing disciplinary norms of correctness, managing interpersonal obligations to ensure that students collaborate productively and ensuring that students stay on task. We situate these findings in existing literature on teacher classroom movement and offer directions for future work. Algebra teacher circulation teacher-student interactions practical rationality Full Text Additional Declarations Competing interest reported. Author 3 (Samuel Otten) is a member of the ESM editorial board. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9236705","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":614643592,"identity":"22007ac6-a891-48b5-9004-d1f3440ec28e","order_by":0,"name":"Mitchelle M. 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In this study, we examined classroom observation data focused on teacher circulation and initiation patterns in 51 Algebra classrooms across diverse contexts within the US. We also analyzed the teachers\u0026rsquo; interview data using the practical rationality framework to understand their justifications for how they circulate and initiate discussions during student work time. We found that the majority of teachers were up and moving around (circulating), and they engaged in both proactive and reactive initiation of conversations with students. The teachers shared varied justifications for their circulation and initiation patterns, including their obligation to support students\u0026rsquo; learning by meeting individual student needs, addressing disciplinary norms of correctness, managing interpersonal obligations to ensure that students collaborate productively and ensuring that students stay on task. 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