About

Michael Jarry-Shore is an assistant professor of elementary education at North Carolina State University, where he teaches elementary math-methods within the Department of Teacher Education and Learning Sciences. His research focuses on understanding how teachers meet the demands of implementing ambitious and equitable mathematics instruction, emphasizing opportunities for students to solve challenging problems using strategies they devise themselves. He studies professional learning opportunities designed to support teachers, with particular attention to the facilitation of professional development. His current research examines productive struggle and the role of the teacher in noticing struggle and ensuring that students have sustained opportunities to experience productive struggle in their learning.

Research topics

• Psychology
• Pedagogy
• Mathematics education
• Social Science
• Sociology
• Political Science
• Geography
• Engineering
• Medical education
• Medicine

Selected publications

• “I’m Stuck”

  The Elementary School Journal · 2026-04-06

  article1st authorCorresponding

  When teaching a responsive mathematics lesson, teachers urge students to solve problems using whichever strategy they prefer. This instructional approach has many merits for students’ learning and mathematical dispositions, yet remains rare. Prior research has described the challenges of responsive mathematics teaching, but little has focused on the especially high-stakes moments in responsive lessons that engender notable confusion, threaten to derail the lesson, and may prevent responsive teaching from becoming commonplace—what we refer to as “critical juncture.” We examined the critical junctures that prospective elementary teachers encountered in video-recorded lesson rehearsals and described in written reflections. Critical junctures varied in their criticality, with the most critical ones involving substantial confusion that was difficult to resolve. We present a set of criteria and a criticality continuum that teachers may consult in learning to notice and respond to critical junctures, thereby contributing to efforts to make responsive mathematics teaching more commonplace.

  PublisherDOI

• “I’m Stuck”: Critical Junctures When Teaching Mathematics That Is Responsive to Student Thinking

  2025-01-01

  article1st authorCorresponding
  PublisherDOI

• The Learning to Facilitate Framework: A model for preparing professional development facilitators

  HAL (Le Centre pour la Communication Scientifique Directe) · 2025-02-04

  articleOpen access

  International audience

  PublisherOA PDF

• “It won’t work every time”: Prospective elementary teachers’ counterexamples for students’ false arguments about fractions

  The Journal of Mathematical Behavior · 2025-12-26

  articleOpen access1st authorCorresponding

  In today’s elementary mathematics classroom, students are urged to construct arguments. If this is to enhance students’ learning, teachers must be able to identify and refute students’ false arguments. This requires substantial knowledge, yet little research has examined the nature of this knowledge with prospective elementary teachers. We asked 17 prospective teachers to assess the validity of students’ arguments regarding the comparison of fractions and to refute those that were false using counterexamples. Teachers did well with the mathematical aspects of this task, successfully identifying false arguments and refuting them with correct counterexamples. The pedagogical aspects of the task were more challenging, as only one counterexample explained why an argument was false and counterexamples were hampered at times by distractors. We propose that teacher educators emphasize pedagogical considerations in preparing prospective elementary teachers for such work. However, which considerations to emphasize requires additional research examining elementary students’ reactions to counterexamples. • Prospective elementary teachers assessed students’ arguments about fractions. • Teachers successfully identified and refuted false arguments with counterexamples. • Few counterexamples explained why an argument was false. • At times, counterexamples were hampered by potential distractors or “noise”. • Which pedagogical considerations matter most for elementary students is unknown.

  PublisherDOI

• A Novice Mathematics Teacher Educator Reading Group Devoted to Disrupting Systemic Racism in Teacher Education

  2025-05-19

  book-chapter
  PublisherDOI

• Noticing struggle during collaborative problem-solving in the middle-school mathematics classroom

  Journal of Mathematics Teacher Education · 2024-06-15 · 3 citations

  article1st authorCorresponding
  PublisherDOI

• Meta-coaching: A novel approach to supporting the practice of mathematics coaches

  HAL (Le Centre pour la Communication Scientifique Directe) · 2023-07-10

  articleOpen access1st authorCorresponding

  International audience

  PublisherOA PDF

• Using a Practical Measure to Support Inquiry Into Professional Development Facilitation

  Mathematics Teacher Educator · 2023-09-01 · 4 citations

  article

  Despite the complexity of facilitating professional development (PD) and growing attention to supporting facilitators, few tools exist for facilitators to engage in ongoing inquiry into their practice. In this article, we offer a practical measure, the Collaborative Professional Development Survey (CPDS), designed to provide facilitators with information about teachers’ perceptions of aspects of the PD learning environment that research indicates matter for teachers’ opportunities to learn. We illustrate how facilitators used the CPDS to support their collective inquiry into facilitation. We also illustrate the social processes that appeared to enable facilitators’ productive use of the CPDS, including a routine to analyze the resulting data, and the orientations that underpinned their analysis. We discuss implications for facilitators’ use of the CPDS.

  PublisherDOI

• The role of contextual knowledge in noticing students’ strategies in-the-moment

  Mathematical Thinking and Learning · 2023-07-24 · 5 citations

  article1st authorCorresponding

  If students are to pursue the mathematical strategies they devise, teachers must be able to notice these strategies in-the-moment, attending to what a student did and interpreting what they understand. Otherwise, teachers might urge students to pursue a different approach. Novice teachers may find it particularly challenging to notice strategies in-the-moment as they have had few opportunities to develop the knowledge of children’s thinking believed necessary to do so. We conducted video stimulated-recalls with four novice teachers, in which teachers shared what they had noticed during moments from a previous lesson. In recalling these moments, teachers often attended to specific details in students’ strategies and made precise claims about students’ understandings. This noticing was supported by contextual knowledge teachers had about their students and prior lessons. We propose that teacher educators prepare teachers to notice strategies by preparing them to develop contextual knowledge in addition to knowledge of children’s thinking..

  PublisherDOI

• Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program

  Investigations in Mathematics Learning · 2022 · 13 citations

  1st authorCorresponding
  • Mathematics education
  • Pedagogy
  • Psychology

  A common approach to scaling up a professional development program is for the researchers who designed the program to prepare teacher leaders to facilitate it at their schools. When researchers eventually leave, however, teacher leaders may receive less support. To ensure that teacher leaders continue receiving support, researchers can prepare district mathematics specialists to assume responsibility for preparing the teacher leaders. Little is known, however, about district mathematics specialists’ role in sustaining, and potentially adapting, professional development programs. We examined district mathematics specialists’ facilitation of an adaptive teacher leadership preparation program. Program sessions were originally facilitated by researchers then by the specialists. We analyzed the adaptations specialists made to the sessions over four years and the rationales underlying these adaptations. Specialists maintained the program’s overall structure, continuing to model the facilitation of core program activities that teacher leaders would then facilitate in their site-based professional development workshops. However, they modified the thematic focus of these activities to address district goals, interests, and priorities. Adaptations were informed by specialists’ intimate knowledge of what was occurring in district schools. This approach maintained activities supportive of teacher learning, but also demonstrated that the specialists took increasing ownership over the program by adapting it.

  PublisherDOI

Frequent coauthors

• Hilda Borko

  Stanford University

  9 shared

• Alissa Fong

  Stanford University

  3 shared

• Rebecca Deutscher

  Stanford University

  3 shared

• Janet Carlson

  3 shared

• Victoria Delaney

  2 shared

• James Malamut

  Stanford University

  2 shared

• Anthony Muro Villa

  University of California, Riverside

  2 shared

• Starlie Chinen

  University of Washington

  2 shared

Labs

• Center for Technology and InnovationPI

Education

• PhD, Graduate School of Education

  Stanford University

  2021

• MA, Integrated Studies in Education

  McGill University

  2015

• BEd, School of Education

  University of Calgary

  2007

• BSc, Earth and Planetary Sciences

  McGill University

  2001