How Ms. Mayen and Her Students Co-Constructed Good-at-Math

Abstract

What does it mean to be “good-at-math,” and how is it determined? Cobb et al. (2009) defined the normative identity of mathematics classrooms as the obligations that students must meet to be considered good-at-math. Obligations are negotiated between teachers and students through series of bids. Normative identities reveal distributions of agency and authority within classrooms, which affect learning opportunities for students. Traditionally, mathematics teachers held the predominance of agency and authority in classrooms. Research supports shifting toward more equitable teaching and learning (e.g., National Council of Teachers of Mathematics, 2018). Clear examples of enacting and supporting changes are helpful. This article shares how sixth-grade students and their teacher co-constructed good-at-math to invite and obligate students to become active agents in mathematical argumentation.

Math and Equity in the Time of COVID: Teaching Challenges and Successes

“…They are positioned as capable sensemakers, entrusted with co-constructing, testing, and refining mathematical arguments. This process is public, and often takes place within small groups of students working collaboratively to explore a shared mathematical task (Cohen & Lotan, 2014;Horn, 2012;Ruef, 2021). It is supported by opportunities for formative assessment, ways in which teachers elicit evidence of students' understandings and questions about mathematical concepts (Black & Wiliam, 1998).…”

“…Teachers must also be skilled facilitators of productive discourse, able to help manage productive struggle and select and refine appropriate mathematical tasks. Thus, teachers possess agency and authority to design and enact effective mathematics instruction, and students possess agency and authority to make sense of and validate mathematical arguments (Ruef, 2021). This is challenging work.…”

“…Equity concerns are central to the effective teaching and learning of mathematics (AMTE, 2017;Horn, 2012;NCTM, 2014NCTM, , 2018Ruef, 2021). We define equity in the teaching and learning of mathematics as the intentional work of broadening learning opportunities for all learners, and in particular, those traditionally marginalized in mathematics education.…”

“…We define equity in the teaching and learning of mathematics as the intentional work of broadening learning opportunities for all learners, and in particular, those traditionally marginalized in mathematics education. Historically, mathematics education has been gated by sociocultural barriers for students identified as female, low socioeconomic status, Black, Indigenous, or People of Color (BIPOC) (Gutiérrez, 2017;Goins, 2017;Horn, 2007;Langer-Osuna, 2011;Louie, 2017;Lubienski, 2002;Martin et al, 2010;Ruef, 2021). In short, mathematics teaching and learning has historically been exclusionary.…”

“…Effective teaching and learning of mathematics must explicitly address equity issues in order to reframe the culture of mathematics and open learning opportunities to all students (Ruef, 2021). Mathematics teacher education currently builds upon decades of research on how best to enact equitable teaching within brick-and-mortar classrooms, which was a worthy and challenging endeavor under pre-pandemic circumstances.…”