We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.
Browse
Sunghwan Byun, Niral Shah, and Daniel Reinholz
Robert Q. Berry III and Introduction by: Jennifer Mundt Leimberer
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
See Robert Q. Berry III's article and others from the archives on pubs.nctm.org.
Toni L. Amarel and Megan H. Wickstrom
What tales would your students tell about their mathematical experiences? In this article, we describe a task, The Math Metaphor, and how it was utilized in a high school classroom as a window to explore students’ experiences with mathematics.
Karen C. Fuson and Steve Leinwand
The power of Number Talks and extensions that can build to an equitable Math Talk Classroom
Melissa Graham, Johana Thomas Zapata, Amy Roth McDuffie, Nicole Blake, Introduction and Reflection by Angela T. Barlow, David Custer, and Clayton Edwards
Lesson study supports teachers in learning about curriculum and effective teaching practices. We discuss a district-wide lesson study process used to explore and adopt a new curriculum.
Margaret Rathouz, Nesrin Cengiz-Phillips, and Angela S. Krebs
Issues of equity in mathematics classrooms existed prior to COVID-19. For many students, however, meaningful participation in mathematical discussions became nearly impossible in online settings during the pandemic. In this study, we note the diversity in and nature of participation in mathematical discourse in an online course for preservice teachers (PSTs). We investigate the influence of implementing two support strategies for discussion: (a) establishing a “rough-draft/revision” orientation to mathematical tasks; and (b) providing time and structure (tasks and prompts) in an online discussion board for PSTs to post their initial thoughts, react to peers’ solutions, and collectively revise their ideas. In this article, we highlight several benefits of these support strategies to equitable PST participation in a unit on number theory. For example, as compared with oral discussions where only a few PSTs offered their ideas, the written discussion format encouraged every PST to post their ideas. Using a rough-draft/revision stance in the prompts fostered sharing and revealed diverse mathematical approaches, perspectives, and ideas. We argue that giving students opportunities to interact with one another and the mathematics in a variety of ways promotes equitable participation.
Stephanie D. Sigmon, Kelly Q. Halpin, Damien J. Ettere, and Jennifer Suh
This article models how to plan and facilitate implementing the same task in two sixth-grade classrooms with two different learning goals using the Five Practices structure.
Sara Gartland, Shellee Wong, and Laurie Silverstein
Co-teachers in a ninth-grade algebra 1 class offered instruction that integrates mathematical learning with social and emotional learning during hybrid (online and face-to-face) class meetings, promoting healing and positive identity development among students.
Carrie Plank and Sarah Roller Dyess
Use these three strategies to support student perseverance and discourse about context.
