Equity

Toward a Framework of Culturally Relevant Science and Mathematics Pedagogy: A Pedagogical and Analytical Tool for Teacher Education

In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most accessible and easy-to-implement, to the most challenging and often contentious ways to teach mathematics and science. We provide examples of CRSMP that re-position marginalized learners in relation to science and mathematics.

Author/Presenter

Paula A. Magee

Craig Willey

Lead Organization(s)
Year
2024
Short Description

In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most accessible and easy-to-implement, to the most challenging and often contentious ways to teach mathematics and science.

Preservice Teachers’ Early Lesson Planning for Justice-Oriented Elementary Science

Building on the literature, we designed a practical framework to support attention to equity and justice in science teacher education coursework. This framework presents four approaches for including justice moves in elementary science lessons, from increasing opportunity and access in science, to increasing identity and representation in science, to expanding what counts as science, to seeing science as a part of justice movements.

Author/Presenter

Elizabeth A. Davis

Jessica Bautista

Lead Organization(s)
Year
2024
Short Description

Building on the literature, we designed a practical framework to support attention to equity and justice in science teacher education coursework. This framework presents four approaches for including justice moves in elementary science lessons, from increasing opportunity and access in science, to increasing identity and representation in science, to expanding what counts as science, to seeing science as a part of justice movements. We analyzed the lesson plans of 16 preservice elementary teachers who were using the practical justice framework in their very first lesson planning experience.

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.