Encouraging Critical Reflection Upon Classroom Participation Patterns Utilizing Equity Analytics

• In Event: Elementary Mathematics Teaching That Is Responsive to Student Learning, Emotions, and Culture

Abstract

As part of a graduate course in a program for Elementary Mathematics Specialists, a group of elementary teachers engaged in critical reflection through the use of equity analytics to analyze and reflect on participation and discourse data within their classrooms. In this paper, we share the case of Ms. Callaway, a third grade teacher, and her experience reflecting upon classroom participation patterns in her classroom. We attend to the ways in which Ms. Callaway analyzed discourse data with attention to gender and race, as well as how she explained differences in student participation and discourse patterns during whole group mathematics discussion. Her story suggests that equity analytics can help teachers critically reflect upon equitable practices in their classroom.

Authors

• Brendan Dames, University of Missouri - Columbia

• Corey M. Webel, University of Missouri - Columbia