Cultural Knowledge in/for Teaching Math to the Transnational Students in Central Mexico

• In Event: Co-Construction and Collaborative Development in Teacher Education

Abstract

In this design experiment, our cross-national team of teacher educators collaborate with elementary school teachers in Central Mexico to enhance equitable math teaching, with a focus on students with experiences in the US. Grounded in a framework we call Cultural Knowledge in/for Teaching, we co-construct a formative measure of teaching to support teacher reflection, analysis, and instructional improvement. This measure, Mate-Eq, captures five domains of classroom interactions: Pensamiento Complejo [Complex Thinking], Matemáticas en el Vida [Math in Life], Reflexión Crítica [Critical Reflection], Trabajo Colaborativo [Collaborative Work], and Lenguaje Matemático de los Estudiantes [Students’ Math Language]. Drawing on validity theory, we develop and appraise formative use guidelines for teacher teams in Mexico to use information from Mate-Eq for systemic improvement.

Authors

• Bryant Jensen, Brigham Young University

• Leslie Reese, California State University - Long Beach