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Team teaching is a form of collaborative work where teachers plan lessons and/or teach together. We discuss the strengths of discourse in the planning stage for an intensive, team-taught, three-week probability and statistics course for mathematics specialists as a way to create and sustain a sense of community and show multiple perspectives in an online course. We delve into two cases of lessons––one about stem-and-leaf plots and another on averages––to describe the interactions of and reflections from three online instructors and a preparing mathematics specialist across the phases of planning, enactment, and the resulting student learning. The conversations about our understandings of probability and statistics concepts that arose between the three instructors with differing arenas of expertise––a mathematics educator, a probability instructor, and an expert teacher––often were predictors of conversations that occurred among candidates during class. Through these mirrored conversations, we were able to build off of and expand candidates’ conceptions regarding probability and statistics. We argue that when preparing mathematics specialists, having a team with diverse domain expertise but enough overlap to push each other’s thinking was crucial to successful planning and enactment in the team teaching setting.