Using Mathematics and Science Practice Standards to Integrate Equitable Teaching Practices During Engineering Design Lessons

• In Event: Investigations in the Context of STEM-Based Instruction

Abstract

To address inequities within mathematics/science education, many educators have adopted standards-based practices to reform disparities in accessing disciplinary content. However, such reform efforts do not specify how these standards can support the equitable teaching practices needed to improve minoritized students’ learning. Through a researcher-practitioner partnership, we developed professional learning experiences to empower mathematics and science teachers to engage minoritized students through more equitable teaching strategies. Such experiences included training teachers to center minoritized communities in both content and practices through engineering design processes and tasks, thus infusing cultural relevance in the process and product. In this paper, we describe research-based equitable mathematics/science teaching practices aligning to standards of practice in both CCSSM and NGSS.

Authors

• Deena Khalil, Howard University

• Meredith Weaver Kier, College of William and Mary

• Adrian Wayne Bruce, Prince George's County Public Schools

• Turhan Carroll, The Ohio State University - Columbus

• Kelly Leffel, College of William and Mary

• Lauren Grob, College of William and Mary