Collaboration & Complex Instruction (CI)

Funded by a Spencer Foundation Fellowship, this yearlong ethnographic study explored the use of inclusive pedagogy (CI) in a low-track Algebra class of racially minoritized students. I explored students’ experiences of CI, and the dynamics of racial stratification in the math program and community.

Collaboration & Problem Solving

While math practice standards describe individual fluency, this study explored children’s engagement in practices from a stance of collectivity. Using pre-Algebra tasks designed for multiple strategies, I explored the relationship between task design, productive struggle, and the processes and outcomes of problem solving.

A Comparative Case of Learning

This teaching experiment engages longstanding debates over discovery and direct learning. Designed to compare a teacher’s use of guided vs. student inquiry in an elementary data and statistics unit, the study compared children’s fluency in concepts and practices, and affective responses to learning.

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