Teachers and Parents Collaborating Through Lesson Study to Improve Multilingual Children Mathematics Learning

• In Event: Serving Multilingual Students in the STEM Content Areas

Abstract

This study examines an innovative mathematical partnership bringing parents and teachers together to collaborate through a lesson study. We ask: How do parents, teachers and teacher educators participate in and position each other for learning throughout a mathematics lesson study? Drawing upon positioning theory and funds of knowledge research, we analyzed parent and teacher discourse from workshops, classroom visits, interviews, and focus groups. We used discourse analysis to identify moment-to-moment positioning moves during parent and teacher interactions, focusing on how participants positioned each other and drew upon each other’s funds of knowledge. Our findings shed light on how a lesson study disrupts knowledge/power hierarchies that privilege teacher/school knowledge rooted in monolingual, hegemonic white middle-class norms.

Authors

• Beatriz E. Quintos, University of Maryland
  Presenting Author

• Melinda E. Martin-Beltran, University of Maryland
  Presenting Author

• Tarik Buli, University of Maryland
  Presenting Author

• Astrid Mariel Sierra Mejia, University of Maryland
  Presenting Author