Centering Children in Mathematics Education Classroom Research

Parks, Amy Noelle

doi:10.3102/0002831219873853

Cited by 8 publications

(6 citation statements)

References 60 publications

(61 reference statements)

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“…The remainder of the themes were co-coded by another author (DA or RP), with regular meetings to discuss discrepancies and calibrate interpretations. This iterative process followed qualitative coding procedures that are common in education (Greene et al, 2020; Liera, 2020; Parks, 2020) and consistent with the approach to coding qualitative text suggested by Saldaña (2012). A final version of the narrative synthesis results was agreed upon during collaborative discussions with all team members.…”

Section: Methodsmentioning

confidence: 99%

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Lee¹,

Sanders²,

Antczak

et al. 2021

Review of Educational Research

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The internet has become the chosen medium for professional learning. Completing professional learning can improve work performance; however, many individuals who begin online courses do not complete them. It is not well understood which influences keep individuals engaged in online professional learning. We address these issues with a systematic review. Our review of 51 studies and 9,583 participants includes a narrative synthesis and a meta-analysis that examined influences on user engagement in online professional learning. We found that course design and employers’ provision of time to complete learning are key for engaging learners. Other important influences were learners’ reasons for learning (e.g., intrinsic value and perceived usefulness), access to learning support, and opportunities for interaction during the learning experience.

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Section: Methodsmentioning

confidence: 99%

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Lee¹,

Sanders²,

Antczak

et al. 2021

Review of Educational Research

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show abstract

“…137). Examining engagement of students with a history of low mathematics performance is particularly important, as these students are at higher risk for inattentiveness and problem behaviors (Wu et al, 2014) and may be excluded from mathematics discussions (Parks, 2019). It is therefore important to examine the connection between student engagement and achievement, as well as specific teacher practices to encourage student engagement and participation.…”

Section: Engagement In the Mathematics Classroommentioning

confidence: 99%

Teachers’ Actions and Students’ Engagement Behaviors During Number System Knowledge Discussions: Implications for Enhancing Active Engagement

Bundock

Shumway²,

Burnside³

et al. 2023

IJEMST

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A critical challenge for elementary mathematics teachers is meeting the learning needs of all students, especially when there is variability in students’ number knowledge. Because young students’ number system knowledge (NSK) contributes to future success in mathematics, NSK activities must be designed to engage all students, particularly students who have struggled to engage in mathematics, to help students build early number knowledge. In this manuscript, we describe a quick images number sense intervention implemented across five second-grade teachers and 75 students, and examine outcomes related to teacher actions and student engagement behaviors. The results of our mixed-methods study indicate that the intervention provided multiple ways for students of varying abilities to engage with and learn the content. Our results provide practical implications for teachers, and prompt questions to evaluate in future research.

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“…There are many ways in which teachers’ actions, depending on the circumstances, can communicate that a student is mathematically capable or has made an important mathematical contribution, and these evaluations play a critical role in shaping children’s views of what doing school entails and who is a good student (Hatt, 2012; Parks, 2020). For example, teachers sometimes make explicit statements of praise (e.g., “Well done!”) that affirm a student’s participation as competent (Gresalfi et al, 2009).…”

Section: Positioning Students and Their Mathematical Contributions As...mentioning

confidence: 99%

Making Competence Explicit: Helping Students Take Up Opportunities to Engage in Math Together

Johnson

Franke

Turrou

2022

Teachers College Record: The Voice of Scholarship in Education

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Background: Current efforts to promote reasoning, problem solving, and discussion are often framed as advancing equity, but scholarship suggests individual students’ opportunities to learn can vary considerably in classrooms that attempt to take up these approaches to teaching mathematics. Noticing students’ mathematical strengths and positioning their contributions as competent is among aspects of instruction associated with more equitable learning outcomes for students from marginalized groups, but research has yet to comprehensively examine the range and nuance of this aspect of teachers’ practice in classrooms that feature broad distributions of participation. Purpose: The purpose of this study was to examine teachers’ instructional practice with respect to assigning competence in two mathematics classrooms that demonstrated high levels of student participation. We investigated the kinds of situations in which teachers positioned students as competent, and the ways assigning competence opened opportunities to participate. Setting: Data were collected at a public elementary school in a culturally, linguistically, and economically diverse neighborhood in southern California. Participants: Participants included two teachers and 45 students from two third-grade classrooms. Teachers had participated in ongoing professional development focused on leveraging children’s mathematical thinking in instruction. Research Design: We drew from qualitative methods for analyzing video to investigate classroom interactions from 12 mathematics lessons. Data sources included video recordings, transcripts, and student work. We used Studiocode software to parse each lesson into phases and episodes. Drawing from previous studies, we identified a subset of episodes in which teachers explicitly positioned a student’s contribution as competent. An iterative process of coding and discussion was used to analyze patterns with respect to student participation, teacher support, and the unfolding of rights and obligations related to participating in mathematical activity. Findings: Analyses revealed different kinds of situations in which students participated in mathematically substantive ways (in terms of providing detailed explanations of their ideas or engaging with the details of a peer’s idea) and teachers positioned their contributions as competent. These situations included highlighting, clarifying, and amplifying contributions; supporting the specificity of student contributions; recognizing emergent ideas; and validating unprompted attention to mathematical details. Assignments of competence emerged in ways that were integrated into teachers’ ongoing efforts to surface and make explicit the details of their mathematical ideas, while also broadening the kinds of contributions students could make to joint mathematical work. Conclusions: Helping students to know what it could look and sound like to participate in the moment while recognizing a wide range of contributions as competent created openings for students who in many classrooms might be excluded or relegated to the periphery of conversations. Making competence explicit was a contingent, relational practice that required teachers to find specific ways of leveraging student strengths to support their participation. Recommendations for advancing mathematics teaching must attend to the nuances with which particular practices unfold to open or constrain individual students’ opportunities to learn.

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Centering Children in Mathematics Education Classroom Research

Cited by 8 publications

References 60 publications

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Influences on User Engagement in Online Professional Learning: A Narrative Synthesis and Meta-Analysis

Teachers’ Actions and Students’ Engagement Behaviors During Number System Knowledge Discussions: Implications for Enhancing Active Engagement

Making Competence Explicit: Helping Students Take Up Opportunities to Engage in Math Together

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