Formative Intervention Research to Enhance Equitable Mathematics Teaching: Lesson Learned From Multiple Data Sources

Session Type: Symposium

Abstract

In this symposium, various stakeholders engaged in a formative intervention research initiative to support equitable mathematics instruction and enhance mathematical learning opportunities for African-American students will share data from the first two years of the project. Data include surveys and interviews of teachers’ beliefs regarding equitable mathematics instruction, classroom observations, and surveys of teachers’ and researchers’ perceptions of the design and effectiveness of the professional development initiative. We describe what each set of results indicates about successes and barriers to supporting teachers to enhance equitable practices in teaching mathematics in their classrooms and how we have used the results to inform revisions to the professional learning experiences and support teachers to enact ambitious and equitable mathematics instruction.

Sub Unit

• SIG-Research in Mathematics Education

Chair

• Melissa D. Boston, Duquesne University

Papers

• Using an Equity Survey to Assess the Mind-Sets of Mathematics Teachers of African American Students - Carmen Thomas-Browne, Duquesne University

• Disrupting Deficit-Oriented Perspectives of African American Students' Mathematical Ability - Charles Munter, University of Pittsburgh; Calli Shekell, University of Pittsburgh; Cara Haines, University of Pittsburgh

• Using Observation Data to Support Equitable and Ambitious Mathematics Instruction - Melissa D. Boston, Duquesne University

• Using Evaluation Results to Inform the Design and Effectiveness of Professional Development Learning Experiences - Carol S. Parke, Duquesne University; Jayna Bonfini

Discussant

• Kara J. Jackson, University of Washington - Seattle