2018 -- "SUM" is Better than Nothing: Toward a Sociology of Urban Mathematics Education

Tate, William F.; Anderson, Celia Rousseau; Tate, Daryl A.

doi:10.21423/jume-v11i1-2a356

Cited by 2 publications

References 15 publications

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Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork

Lo¹,

Ruef²

2020

Journal of Urban Mathematics Education

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As institutions strive to improve teaching and learning for all, educators must consider equitable instruction. In particular, equitable distributions of authority and agency among students. The authors define distribution of authority as shared opportunities for decision-making in enacting mathematical tasks, and agency as the power to carry out these self-made decisions. Equitable distributions of authority and agency can be enhanced in mathematics public sensemaking classrooms where students participate in discourse as active members of the classroom. In public sensemaking classrooms, students understand and acknowledge one another's ideas, present and revise arguments, and take risks by sharing ideas. This study investigates one group of students and how they positioned one another during mathematical groupwork in a public sensemaking classroom, as well as how the positioning impacted the distribution of agency and authority. Analyses indicate that one student replicates the role of teacher by redistributing authority and agency back to other students. The findings intend to inform classroom teachers of the positioning patterns that may occur during groupwork, and the effectiveness of public sensemaking classrooms on distributing authority and agency equitably during groupwork.

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Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork

Lo¹,

Ruef²

2020

Journal of Urban Mathematics Education

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Relational equity: Adapting an elementary mathematics teaching methods course to online contexts

Ruef

Shepard²

2022

INT ELECT J MATH ED

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Background. This article describes the redesign, implementation, and students' experiences with an elementary mathematics teaching methods course in the Pacific Northwest of the United States that was forced online due to COVID-19 restrictions. We share course design principles, changes to reflect online teaching, and students' experiences of relational equity, "the care and consideration students and teachers must take with each other to establish and maintain a culture of equitable learning."Methods: This study took place online. 50 out of a cohort of 54 pre-service elementary teacher candidates participated. Our methods included analysis of course documents, analytic memoing, and analysis of students' responses to online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori and emergent themes (Charmaz, 1995;Emerson et al., 2011;Miles et al., 2019). Findings:The results share the ways the instructors modified the course for online instruction and indicate that our participants experienced successes or challenges to enacting relational equity in the following: (i) curriculum and assessments, (ii) instructors, (iii) generic reference to the course, (iv) technology limits, and (v) future teaching.Contribution: This work sheds light on how two mathematics teacher educators redesigned their course for online instruction while centering and modeling relational equity teaching practices.

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2018 -- "SUM" is Better than Nothing: Toward a Sociology of Urban Mathematics Education

Abstract: interdisciplinary scholarship concentrates on two main areas: mathematics, science, and technology education, specifically, in metropolitan America; and geospatial and epidemiological approaches to the study of the social determinants of education and health outcomes.

Cited by 2 publications

References 15 publications

Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork

Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork

Relational equity: Adapting an elementary mathematics teaching methods course to online contexts

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