Reimagining Mathematics Learning: Risk-Taking in a Lesson Study With Multilingual Families

• In Event: Cross-Disciplinary Language Development in Transnational Contexts

Abstract

This paper explores the significance of risk-taking within a collaborative lesson study aimed at transforming mathematics learning opportunities for multilingual learners. This qualitative case study examines an innovative partnership that integrates professional learning with community solidarity. The conceptual framework incorporates the principles and practices of community solidarity and lesson study to discuss caregivers’ and teachers’ perspectives regarding risk-taking and the promotion of collaborative risk-taking among teachers and teacher educators. This research makes a significant contribution to lesson study research and enhances our understanding of culturally sustaining pedagogies to recognize the voices of caregivers and teachers as essential educational partners.

Authors

• Beatriz E. Quintos, University of Maryland

• Tarik Buli, University of Maryland

• Daniela Steflitsch, University of Klagenfurt

• Melinda E. Martin-Beltran, University of Maryland