Advancing Equity in Assessment Through Small-Team Collaboration in Mathematics

Session Type: Symposium

Abstract

We developed a digital environment in which students collaborate on mathematics tasks online with the goal of providing a space in which students can share their thinking and learn from each other. Collaborative problem solving (CPS) has the potential to support the development of student agency and foster rich mathematical thinking as a matter of equity. Some of the team collaborations described in this study were facilitated by trained near-peer mentors. The three papers in this session explore student response data and text chat through different lenses: the lens of CPS, the lens of facilitation, and the lens of a learning progression for the concept of function.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 1c: Mathematics

Chair

• Frank Emil Davis, Frank E. Davis Consulting

Papers

• Examining the Impact of Collaborative Problem-Solving on Mathematics Performance in Facilitated and Unfacilitated Teams - Jessica Andrews Todd, Educational Testing Service; Brenda Valdes, Stanford University

• Exploring Chat Data Through the Lens of Facilitation - Arianna M Gaston, The Young People's Project; Edith Aurora Graf, Educational Testing Service

• Exploring Student Response and Chat Data Through the Lens of the Function Concept Learning Progression - Edith Aurora Graf, Educational Testing Service; Cheryl L. Lizano, Southern Illinois University - Edwardsville

Discussant

• Frank Emil Davis, Frank E. Davis Consulting