What was the typical pattern of a CTE lesson designed to support students’ maths?
The pairs of teachers jointly planned vocational lessons that provided explicit instruction in specific maths concepts relevant to the vocational subject. Each of these lessons was supposed to include the following elements: • pointing out the mathematics found in the vocational context – teachers had to tell students when they reached the part of the lesson in which maths was embedded; • assessing the students’ maths understanding – the teachers asked open questions about the maths, such as, “What can you tell me about this?”; • working through the pulled out example – teachers worked through the steps needed to complete the example, or asked students to take the lead if their level of understanding was sufficient; • enhancing the maths in the lesson – teachers identified and shared the underlying maths principles and concepts, purposely using mathematical vocabulary and asking students to do so; • reinforcing the maths enhancement – teachers worked through similar examples from a wor
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