Fostering Equitable Groupwork to Promote Conceptual Mathematics Learning
This is an NSF-funded project that explores the transformative power of equitable groupwork in middle school mathematics education. Recognizing the dual potential of small group activities to both enrich learning and inadvertently marginalize students, our study seeks to redefine collaboration. Through a partnership with a dedicated middle school teacher and her students, we delve into how group interactions can be leveraged to promote inclusivity and equal opportunity for learning, particularly prioritizing the perspectives of African American students.
| NSF Award Number: | 2010172 |
Our Goals
Through this project, we envision a future where classroom collaboration transcends traditional boundaries, embracing the diversity of student experiences and perspectives. Our goal is to equip educators with the tools and insights necessary to cultivate environments where every student has the opportunity to thrive mathematically.
Methodology
Employing complex instructions (CI) and discourse analysis, our approach centers on the interactions within a small private school serving predominantly African American students. By focusing on the relationships and interactions valued by the students and incorporating asset-based perspectives, we strive to contribute meaningful insights into equitable collaboration practices.
Impact
This project stands out by prioritizing the voices of students traditionally underrepresented in mathematics education research. It offers a longitudinal view of collaborative learning processes, documenting the critical role of equitable groupwork in fostering both mathematical understanding and positive student identities.
Equitable Math Groupwork 