Supporting Teachers in Using “Asset-based” Perspectives and “Equity-oriented” Math Practices

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.

Our Project Team Members

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

Collaborative Learning Structure Development
Collaborative Learning Structure Development
Central Design Characteristics of Collaborative Learning Structures
Collaborative Learning Structure Development

Our Design Cycle

Theory of Co-Learning Equity-Oriented Mathematics Instruction

Please email kulow@pdx.edu for more information about our project.

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!