Equity

Visualizing a Vision for High-Quality, Equitable Math Instruction

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement.

Author/Presenter

Katherine Baker

Catherine S. Schwartz

Ashley N. Whitehead

Olufunke Adefope

Lead Organization(s)
Year
2025
Short Description

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

Visualizing a Vision for High-Quality, Equitable Math Instruction

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement.

Author/Presenter

Katherine Baker

Catherine S. Schwartz

Ashley N. Whitehead

Olufunke Adefope

Lead Organization(s)
Year
2025
Short Description

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

Visualizing a Vision for High-Quality, Equitable Math Instruction

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement.

Author/Presenter

Katherine Baker

Catherine S. Schwartz

Ashley N. Whitehead

Olufunke Adefope

Lead Organization(s)
Year
2025
Short Description

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

Visualizing a Vision for High-Quality, Equitable Math Instruction

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement.

Author/Presenter

Katherine Baker

Catherine S. Schwartz

Ashley N. Whitehead

Olufunke Adefope

Lead Organization(s)
Year
2025
Short Description

In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementation with educators, and sample drawings, detailing how personal drawings were made visible across participants and the conversations resulting from viewing and reflecting on one another’s drawings.

Re-imagining Science Education Research Toward a Language for Science Perspective

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners’ language-related resources and practices in our work.

Author/Presenter

María González-Howard

Sage Andersen

Karina Méndez Pérez

Samuel Lee

Lead Organization(s)
Year
2024
Short Description

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners’ language-related resources and practices in our work.

Construct It! What’s in a Name? Collecting, Organizing, and Representing Data

Build a classroom community by building representations and visualizations of data related to students’ names.

Thanheiser, E., Koestler, C., Sugimoto, A. T., & Felton-Koestler, M. D. (2023). Construct it! What’s in a name? Collecting, organizing, and representing data. Mathematics Teacher: Learning and Teaching PK-12, 116(10), 746-752.

Author/Presenter

Eva Thanheiser

Courtney Koestler

Amanda T. Sugimoto

Mathew D. Felton-Koestler

Year
2023
Short Description

Build a classroom community by building representations and visualizations of data related to students’ names.

Construct It! What’s in a Name? Collecting, Organizing, and Representing Data

Build a classroom community by building representations and visualizations of data related to students’ names.

Thanheiser, E., Koestler, C., Sugimoto, A. T., & Felton-Koestler, M. D. (2023). Construct it! What’s in a name? Collecting, organizing, and representing data. Mathematics Teacher: Learning and Teaching PK-12, 116(10), 746-752.

Author/Presenter

Eva Thanheiser

Courtney Koestler

Amanda T. Sugimoto

Mathew D. Felton-Koestler

Year
2023
Short Description

Build a classroom community by building representations and visualizations of data related to students’ names.

Centering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science Instruction

This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. We believe that educators’ experiences, priorities, and expertise are essential to developing professional learning that meets the needs of teachers and their students. We have a particular interest in amplifying the voices of those in historically underrepresented communities.

Author/Presenter

Nicole Wong

Rasha Elsayed

Katy Nilsen

Leticia R. Perez

Kirsten R. Daehler

Lead Organization(s)
Year
2024
Short Description

This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In this case study, we share and critique the practices and tools that we have employed to center educator voices, rather than those of the PL designers and researchers.

Shaping Ambitious Science Teaching to Be Culturally Sustaining and Productive in a Rural Context: Toward a Justice-Centered Ambitious Science Teaching Framework

We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice.

Author/Presenter

April Luehmann

Yang Zhang

Heather Boyle

Eve Tulbert

Gena Merliss

Kyle Sullivan

Lead Organization(s)
Year
2023
Short Description

Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy might shape the AST framework to promote more critical versions of teaching science for equity.

Moving Beyond Equity-as-Access: Expanding What Counts as Science in the Elementary Classroom

Making science accessible is an important and worthy goal, but for many students, science is inaccessible because what counts as science in the classroom is narrowly defined as what is known as western science, rooted in Europe in the 1600s and often privileging white, male-centric perspectives. In this article, we describe five examples of expanding what counts as science to help remove barriers to learning and to make school science more equitable and inclusive. Indigenous ways of knowing can complement western ways of thinking.

Author/Presenter

Kristin Gunckel

Elizabeth Davis

Jessica Bautista

Lead Organization(s)
Year
2024
Short Description

Making science accessible is an important and worthy goal, but for many students, science is inaccessible because what counts as science in the classroom is narrowly defined as what is known as western science, rooted in Europe in the 1600s and often privileging white, male-centric perspectives. In this article, we describe five examples of expanding what counts as science to help remove barriers to learning and to make school science more equitable and inclusive.