| Talk_id | Date | Speaker | Title |
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19646
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Wednesday 10/2
3:00 PM
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Victoria Hand , University of Colorado, Boulder; Elizabeth Mendoza, University of California, Irvine; Justin TenEyck, “I have a Dream” Foundation of Boulder County
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Toward Re-humanizing Mathematics Education: Participatory Approaches to Noticing in Mathematics Classrooms
- Victoria Hand , University of Colorado, Boulder; Elizabeth Mendoza, University of California, Irvine; Justin TenEyck, “I have a Dream” Foundation of Boulder County
- Toward Re-humanizing Mathematics Education: Participatory Approaches to Noticing in Mathematics Classrooms
- 10/02/2019
- 3:00 PM - 4:30 PM
- 252 EH
Researchers are increasingly calling for participatory approaches to educational research that center the voices, experiences, and participation of minoritized communities. This talk will report on the Co-Attend research project, which is grounded in a participatory approach to mathematics teacher noticing. The project involves mathematics teachers, leaders of local community-based organizations and university researchers in collectively understanding expansive, multisensory noticing that supports re-humanizing practices in mathematics classrooms. All participants are positioned as researchers and co-analyze project data in video club meetings and summer institutes. We will describe emerging findings from the project, both in terms of the noticing framework, as well as the participatory process.
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20690
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Wednesday 11/20
3:30 PM
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Michelle Cirillo, University of Delaware; Jennifer Reed, Odyssey Charter Middle School, Delaware
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Learning Together Through Collaborative Research: The Case of Proof in Secondary Mathematics
- Michelle Cirillo, University of Delaware; Jennifer Reed, Odyssey Charter Middle School, Delaware
- Learning Together Through Collaborative Research: The Case of Proof in Secondary Mathematics
- 11/20/2019
- 3:30 PM - 5:00 PM
- 252 EH
The Proof in Secondary Classrooms (PISC) project is a design and development research study focused on secondary students’ success with mathematical proof. The goal of this project was to develop a new and improved intervention to support the teaching and learning of proof. The central research objective of this project was to develop a pedagogical framework and a corresponding set of lesson plans and support materials to guide teachers toward improving students’ success with proof. The primary educational objective of this project was to support mathematics educators in understanding particular sub-goals of proof and developing strategies for teaching them. We present data and findings from our three-year collaboration on this project (2016-2019), which made use of ideas from design research and lesson study, and we discuss lessons learned through our collaboration.
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