This project will design and study an innovative model of collaborative learning for pre-service and experienced secondary mathematics teachers that focuses on equitable mathematics teaching practices that include understanding students' knowledge, math understandings, and experiences they bring to the classroom.
Co-learning Math Teaching Project: Collaborative Structures to Support Learning to Teach across the Professional Teaching Continuum
Developing and Researching K-12 Teacher Leaders Enacting Anti-bias Mathematics Education (Collaborative Research: Heaton)
The goal of this project is to study the design and development of community-centered, job-embedded professional development for classroom teachers that supports bias reduction. The project team will partner with three school districts serving racially, ethnically, linguistically, and socio-economically diverse communities, for a two-year professional development program. The aim is to reduce bias through: analyzing and designing mathematics teaching with colleagues, students, and families to create classrooms and schools based on community-centered mathematics; engaging in anti-bias teaching routines; and building relationships with parents, caretakers, and community members.
Using Technology to Capture Classroom Interactions: The Design, Validation, and Dissemination of a Formative Assessment of Instruction Tool for Diverse K-8 Mathematics Classrooms
This project will refine, expand, and validate a formative assessment tool called Math Habits Tool (MHT) for kindergarten through 8th grade classrooms. MHT is intended to capture and understand patterns of in-the-moment teacher-student and student-student classroom interactions in ways that can promote more equitable access to high quality math learning experiences for all students.