Getting Comfortable With Delegating Authority and Positioning Students With Agency

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 1
  In Roundtable Session: Mathematics Education: Black Women Teachers, Student Agency, and College Placement and Readiness (Table 7)

Abstract

This case study investigates the practices and ways two elementary mathematics teachers make themselves and their students comfortable with the steps taken to delegate authority and position students with agency. Thus, allowing students to engage in ambitious mathematics instruction. Moreover, I explore possible steps to create a shared comfort with the delegation of authority and students as agentic problem solvers, such as creating a student-centered environment and getting to know the students' emotional needs and out-of-the-classroom experiences. Data were collected via a semi-structured pre-interview, three video-stimulated recall debriefs, and a semi-structured post-interview with each teacher. The results of the study will inform teachers, mathematics instructional facilitators/coaches, and mathematics education teachers.

Author

• Mary F. Ramos-Duke, Boise State University