"Developing Responsive and Relational Mathematics Pedagogies: A Model that Situates Professional Learning in Video and Community"
American Educational Research Association (AERA) Annual Meeting
Theme: Leveraging Educational Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence
April 5-9, 2019
Title: Developing Responsive and Relational Mathematics Pedagogies: A Model that Situates Professional Learning in Video and Community (Poster)
Event: Advancing the Knowledge Base to Improve Teaching: Generating a Design Framework for Video-Based Activity Systems
Authors: Cathery Yeh, Rossella Santagata, Jody Guarino
Abstract: The charge for teaching mathematics to address equity has long been a part of mathematics education. From equity-based initiatives (AMTE, 2017; NCTM, 2000; 2014) to decades of scholarship unveiling the cultural role mathematics instruction plays in sorting students by race, gender, language, and socioeconomic status (Gutiérrez, 2009; Oakes, 1990), there is a growing call for teacher development and preparation to include a focus on equity, including an expectation that a well-prepared beginning teacher understands “the role of power, privilege, and oppression in the history of mathematics education and [is] equipped to question existing educational systems that produce inequitable learning experiences and outcomes for students” (AMTE, 2017, p. 18).
To successfully teach every student, teachers must have the knowledge, disposition, and skills to effectively engage in responsive and relational mathematics pedagogy. They have to be: 1) responsive to students’ mathematics, linguistic, and experiential knowledge; and 2) views mathematics teaching and student learning and performance as situated, and interactively organized in relation to the classroom activity system and to the broader sociopolitical context of mathematics education (Flores, 2007; Gutiérrez, 2009; Oakes, 1990).
This presentation draws on our current effort to investigate the use of video as a tool to support pre-service teachers’ competencies to engage in responsive and relational pedagogy. Building from prior work, this project uses the Lesson Analysis Framework to guide pre-service teachers’ analysis of videotaped classroom interactions. Teacher learning is situated both in video analysis of practice and in a community component that pairs pre-service teachers with elementary-age students from a local school. Pre-service teachers interview students and families, listening to their mathematical stories and lived experiences, and then work in triads to design, enact and analyze their video-taped lesson collectively on GoReact, a web-based video tool, using the lesson analysis framework to consider the lesson’s effectiveness to attend to students’ thinking, capabilities, and experiences.
We will share the design principles for video use to support pre-service teachers’ development of a critical lens to viewing classroom interactions: the framework used to systematically analyze lessons, the sequencing and selection of video-based activities, and the ways in which the video-based activities interact with the community-based component. Professional learning as measured by pre-service teachers’ mathematics lesson plans, videotaped lesson enactments, and post-lesson reflections during the fifteen week methods course show growth in attention to student thinking and to creating lessons that leverage multiple mathematics competencies (e.g. rich mathematical tasks, multi-modal discourse and problem solving strategies, and strategies to address status and positioning). However, pre-service teachers varied considerably in the kinds of questions asked and the kinds of explanations requested, what student thinking was elicited, and how they responded to students’ suggestions and explanations based on their perceptions of children’s competencies, particularly for male students of color with a labeled learning disability. These findings prompted us to reconsider video clip selection and video-viewing prompts to deconstruct teaching practices and assessment measures that maintain and disrupt language, gender, and disability hierarchies.