Kim Van Duzer
Exploring the Effects of Equity-based Public Teaching in Mathematics
Not all students have access to mathematics teaching that promotes understanding and sense making. This is particularly true for students from historically marginalized communities. At the same time, teachers of mathematics rarely have the opportunity to observe other teachers' classroom practice. This research study will address these two challenges in mathematics education by examining what students and teachers learn from the NYC Math Lab, a week-long summer institute where attending teachers observe, analyze, and participate in math instruction for 25 low-income 5th grade students. Through collection of interviews and artifacts from students and teachers, and observation of teachers before and after the course, this study will begin to assess the ways in which instruction focused on sense making impacts students, and the ways in which observing this kind of instruction affects teachers' practice.