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Abstract Title: Teachers’ shifting interpretations of (in)equities in classroom participation
Abstract: Math and science education researchers have started documenting how teachers notice and respond to aspects of students' classroom participation. Less is known, however, about how "equitable noticing" (Louie, 2017)--attending not only to the disciplinary substance of students' thinking but also to classroom participation patterns, expressions/enactments of identity, and opportunities to subvert cultural narratives about non-dominant students' difficulties with STEM--is constructed through dialogue between teachers. To start exploring this issue, we analyzed how groups of elementary-school teachers participating in a professional development workshop engaged in collaborative meaning making around equity dynamics in a videotaped classroom discussion about why water expands when it freezes. One group shifted from blaming the teacher in the video for poor classroom management to imagining a wider range of explanations and solutions for the inequitable participation patterns they noticed. Our analysis shows how an interaction with another group of teachers may have contributed to this shift.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B68

Author/Organizer Information

Primary Contact: Jennifer Radoff
University of Maryland-College Park, Department of Physics
Co-Author(s)
and Co-Presenter(s)
Ayush Gupta, University of Maryland-College Park, Department of Physics
Erin Sohr, University of Maryland-College Park, Department of Physics
Andrew Elby, University of Maryland-College Park, Department of Teaching and Learning, Policy and Leadership