Navigating Qualitative Methodological Complexities When Working to Understand and Share Mathematics Language Routines

• In Event: Enhancing Mathematics Instruction for Multilingual Learners: Exploring Dilemmas and Discussing Next Steps in Teacher Learning

Abstract

Objectives
The purpose of this presentation is to share some of the complexities in working to understand and share mathematics language routines (MLRs; Zwiers et al., 2017) both with a goal to conduct research and to share this research with a practitioner audience. As part of the larger session, the goal is to consider the following: How do we purposefully collect video data for both research purposes and to support the learning of practitioners? In a current research project, a conundrum we have struggled with is how to collect high-quality videos to meet both purposes within a reasonable budget. There are challenges with costs on both equipment and personnel. It seems that there are questions about what is reasonable for what researchers can produce and what needs can be met for both purposes.

Perspectives
We use a situative theory for data collection, within professional learning experiences (i.e., showing video clips of their teaching to teachers), and for the production and sharing of professional quality videos with educators of data collected during the research project. Situative theory emphasizes the social and physical contexts (in this case, within classrooms and professional development settings), as well as the interactions, experiences, and engagements participants have and bring to these settings (Lave & Wenger, 1991). This situative learning perspective places learning experiences close to where they occur, for example, where videotaping occurs grounded in MLRs; in professional learning, where videos are used in professional learning; or in a multitude of settings where educators might use videos of teachers and students enacting MLRs, to make sense of these videos (Putnam & Borko, 2000).

Methods/Data Sources
The current research project uses qualitative research to collect and analyze video data in classrooms using multiple video sources, including camcorders, Swivl camcorders (with multiple audio feeds), and student headband cameras. In the first year of research, we collected data across three cycles of data collection, working with six teachers. We have learned a tremendous amount in our data collection. For instance, we will move from using Swivl cameras, which we have to keep static because of students’ consent, and which does not allow for zooming once recording has started, to a traditional camcorder, to capture better images of teacher work. Additionally, we will keep the Swivls, because their multiple audio streams capture good student conversation. However, we still wonder what is the best set-up for good videos to share with our public audience.

Significance
While there is some research on the use of video data collection for either research or practitioner support (i.e., Sherin & Han, 2004), there is currently little research on the use of video data collection with the dual purpose of data collection for research and supporting practitioners. With new framework-based curricula being released in places like California (the site of this study) and a need to provide more support for multilingual learners, there is a need to provide teachers with video tools to do so. Our research needs to serve more than one purpose.

Authors

• Sarah Ann Roberts, University of California - Santa Barbara

• Royce Olarte, University of California - Santa Barbara

• Margarita Anahi Rodriguez, University of California - Santa Barbara

• Grace Rincon Garcia, University of California - Santa Barbara

• Nurgul Isik, University of California - Santa Barbara