Co-Teaching to Enhance Mathematical Discourse and Respect for Diverse Voices

• In Event: Studying Language in Mathematics Classrooms

Abstract

This research investigates co-teaching aimed at enhancing meaningful mathematical discourse in linguistically diverse elementary classrooms (i.e., classrooms with emerging bilingual students). Findings demonstrate that co-teaching approaches (e.g., team teaching, parallel teaching, etc.) can be strategically combined with talk/discourse moves (e.g., revoicing, exploratory talk, etc.), talk formats (e.g., partner talk, small group talk, etc.), and language support strategies (e.g., modeling, visuals, etc.) in order to enhance mathematical discourse. Further, an unanticipated, but consequential finding uncovered that co-teaching provided opportunities for “listening, understanding, and reasonably considering” (AERA 2021 Conference theme statement) others’ voices and viewpoints – for both co-teachers and their students. Promising practices, approaches, strategies, and structures for supporting productive co-teaching, math discourse, and respect for diverse voices are shared.

Authors

• Mary P. Truxaw, University of Connecticut

• Rebecca D. Eckert, University of Connecticut - Storrs