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Expanding Coaching and Representations to Support Teacher Sense-Making Toward Disrupting Inequitable Mathematics Teaching Practices
Fri, April 14, 11:40am to 1:10pm CDT (11:40am to 1:10pm CDT), Radisson Blu Aqua Hotel, Chicago, Floor: 1st Floor, Atlantic ESession Type: Structured Poster Session
Abstract
There exist complicated unknowns of how to support teachers to teach in ways that disrupt settled, normative ways of instruction (Delpit, 2012; Ladson-Billings, 2014; Young, 2010). While we want to see mathematics teachers as equitable facilitators of mathematics, there is considerable research that indicates that teachers need support in identifying, naming, and changing the elements that lead to inequitable mathematics learning experiences (Martin, 2010; Gutiérrez, 2013). In this session, we examine multiple ways coaching can function to support teachers in disrupting normative ways of constructing mathematics, and representations of mathematics instruction that can support teachers sense making about complex practices.
Sub Unit
Chairs
Brette Garner, University of Denver
Alyssa Williams, University of Denver
Ashley D. Scroggins, University of Colorado - Boulder
Papers
Coaching to Disrupt Deficit Teacher Orientations (Poster 1) - Gregory Benoit, Boston University
Representations of Ambitious and Equitable Instruction: Issues of Grain Size and Purpose (Poster 2) - Alan H. Schoenfeld, University of California - Berkeley
EQUIP-ing Prospective Mathematics Teachers to Notice Racialized and Gendered Participation Patterns (Poster 3) - Sunghwan Byun, North Carolina State University; Niral Shah, University of Washington; Daniel Reinholz, San Diego State University
Using Multiple Representations of Classroom Participation to Assess Participatory Equity From "Insider" and "Outsider" Perspectives (Poster 4) - Heather Fink, Portland State University
Using Monitoring Traces to Support Teacher Sense-Making About Group Work Monitoring Routines (Poster 5) - Nadav Ehrenfeld, Weizmann Institute of Science; Ilana S. Horn, Vanderbilt University; Lara Jasien, CPM Educational Program
Incorporating Space and Movement Into Teachers' Video-Based Reflective Practice: An Interaction Geography Perspective (Poster 6) - Sierra Gilliam, Georgia State University; Ben Rydal Shapiro, Georgia State University; Lara Jasien, CPM Educational Program; Alyssa Williams, University of Denver; Brette Garner, University of Denver
Coaching With Digital Clinical Simulations: Designing and Analyzing Preservice Teachers' Practice of Equitable Mathematical Discussions (Poster 7) - Erin Barno, Boston University
Facilitating Productive One-on-One Debriefing Conversations (Poster 8) - Nicholas M. Kochmanski, University of North Carolina - Greensboro; Sevim Sevgi, Erciyes University; Paul A. Cobb, Vanderbilt University
Acknowledging and Building: Principled Discursive Moves in Coaching Conversations (Poster 9) - Ashley D. Scroggins, University of Colorado - Boulder