|
PhD in Education student Priyanka Agarwal will be presenting at the February 8th meeting of the Center for Research on Teacher Preparation and Professional Development (Center). The title of her presentation is "Are mathematical productive classrooms also equitable?: Building a model of productive and equitable disciplinary engagement."
The Center fosters collaborations among faculty, students, and practitioners on projects focused on a variety of aspects of teacher development and learning and on the study of teaching and teacher professional practice. Projects have included the study of teacher noticing and career-long learning; sustainability of teacher professional development; equitable practices in mathematics, science, and engineering; teacher identity development; and students’ engagement in STEM learning. Ms. Agarwal is a fifth year doctoral student specializing in Learning, Teaching, Cognition, and Development (LTCD). Her research interests include student engagement in mathematics, student dispositions toward mathematics, equity in mathematics education, and schools as organizations. She is advised by Associate Professor Rossella Santagata. Presentation Abstract Over the past half a century, scholars have theorized about what effective teaching and learning in mathematics classrooms should look like. Current research highlights the role of mathematical tasks, student interactions, intellectual authority, and accountability as important for establishing a productive environment for students' mathematical engagement. While for many the design of mathematically productive learning environments is the same as designing equitable environments, current research provides compelling evidence of how even well-designed learning environments may still fail to engage non-dominant students at various levels. Thus, in this conceptual analysis of the literature, I problematize the easy equivalence of productivity and equity by asking: What is equitable about mathematically productive engagement? Using illustrative cases from the current literature, I bring the issues of power and positioning to the forefront in order to explore the equity potential of current mathematical frameworks. Comments are closed.
|
|
