Designing and Facilitating School-Embedded Professional Learning to Support Productive, Shared Discourses About Students' Mathematical Capabilities

• In Event: AERA Poster Session 10
  In Poster Session: Poster 1: Math

Abstract

Prevalent discourses suggest there is a racial hierarchy of ability with respect to mathematics or that poor children of color lack the ability to engage in authentic mathematical practices, such as modeling and abstraction. Such discourses limit the access that students – especially those from historically marginalized communities – have to high-quality instruction. There is minimal work that has explored how the design and facilitation of professional learning might support productive, shared discourses among teachers about their students’ capabilities. In this poster, I share the results of a qualitative case study of the design and facilitation of a system of school-embedded professional learning, in relation to teachers’ collective discourses about students’ mathematical capabilities.

Author

• Hannah Nieman, University of Washington