61.086-19 - Democratized Knowledge: Mathematics Teachers' and Researchers' Reciprocal Learning

• In Event: 61.086 - Roundtable Session 21

Session Type: Roundtable Session

Abstract

This purpose of this Working Group Roundtable is to explore reciprocal learning among researchers and mathematics teachers in four studies linking research and practice. The session begins with descriptions of 1) preliminary results from a Grades 6-9 algebra teacher-led learning community across schools participating in afterschool lesson rehearsals and mutual classroom observations; 2) teachers’ changes after a three-year mixed-methods professional development study in a low-income urban high school; 3) investigating learning to teach for social justice with a grounded theory approach; and 4) a study focused on reciprocal noticing between a bilingual teacher and her Latino/a bilingual students. Session participants include teachers and researchers who address learning from each other amid accountability to new content standards and high-stakes teacher-evaluations.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 1: Teaching and Teacher Education in the Content Areas

Chair

• Megan L. Franke, University of California - Los Angeles

Papers

• Más o Menos: Exploring Estimation in a Bilingual Classroom - Higinio Dominguez, Michigan State University

• Associating Autonomy, Competence, and Relatedness With Teacher Change and Student Achievement in Mathematics Professional Development - Kyndall Allen Brown, University of California - Los Angeles

• Learning to Teach Mathematics for Social Justice - Tonya Bartell, Michigan State University

• Ensemble Work: Algebra Teachers Lead a Collaborative Learning Community Across Grade-Level and School Boundaries - Della R. Leavitt, Independent Scholar; Tun Bhothinard, Chicago Public Schools; Jason Gil, Chicago Public Schools; Lidia Paredes, Chicago Public Schools