Our design study aims to create the conditions in which teacher candidate-mentor teacher dyads are supported to co-learn together in service of equity-oriented mathematics instruction, attending to both the pragmatic and theoretical aspects of design work (Cobb et al., 2017).
Pragmatically, we are designing “practical tools” (Grossman) called “Collaborative Learning Structures” (i.e., CLSs) that are protocols that guide and support dyads’ co-learning equity-oriented mathematics instruction.
Theoretically, we are iteratively “developing, testing, and revising” our conjectures about how the dyads’ learn together as they use the CLSs and how each CLS supports dyads in co-learn equity-oriented mathematics instruction.
Learn more about our CLS Development and Theory of Co-Learning Equity-Oriented Mathematics Instruction below.
Click on each person below to learn more about their work in math education and on this project.
Montana State University
Portland State University
Portland State University
University of Maryland
Teachers Development Group
University of Washington
Oregon State University-Cascades
Portland State University
University of Washington
Our Design Cycle
Please explore our site to learn about our protocols and think about how you might use them in your own work as a teacher candidate, mentor teacher, or teacher educator!
This material is based upon work supported by the National Science Foundation under Grant No. 2010634. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.