Fraction Ball: A Case Study of Centering Teachers' Voices for Intervention Design

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Developing Teacher Agency and Leadership

Abstract

Educational interventions are enhanced when researchers work with teachers through ongoing, trusting, and supportive relationships during intervention implementation. We used a design-based implementation research approach to co-design an educational intervention called Fraction Ball– a set of basketball games that support math learning by providing an embodied, playful, and physically active learning experience by modifying the lines on a basketball court to emphasize rational number learning. This qualitative case study draws on observations, interviews, and a focus group to understand how engaging in the co-design process endorsed teacher agency using the model for the study of teacher agency for social justice by Pantić (2015). We demonstrate that the co-design process supported different forms of teacher agency which facilitates intervention adaptation to local needs for sustainability.

Authors

• Daniela Alvarez-Vargas, University of California, Irvine

• Marsha Judith Choc, University of California - Irvine

• Vanessa Noemy Bermudez, University of California - Irvine

• Kreshnik Nasi Begolli, University of California - Irvine

• Andres Sebastian Bustamante, University of California - Irvine