Jenny Langer-Osuna – The active and collaborative math classrooms – Stanford Education Series #3
- Dr. Langer-Osuna’s research focuses on the nature of student identity and engagement during collaborative mathematical activity, and the ways in which authority and influence are constructed in interaction.
- Recent work has focused on developing theoretical and analytic tools to capture the construction of marginalization and privilege in patterns of student engagement, and the spread of ideas in student-led collaborative work.
Collaborative Learning | Curriculum and Instruction | Diversity and Identity | Elementary Education | Equity in education | Gender Issues | Math Education | Professional Development | Race and Ethnicity | Research Methods | Standards | Teachers and Teaching | Technology and Education
Can off-task be on-track?: https://journals.sagepub.com/doi/pdf/10.1177/0031721719846892
Possible topics to explore:
- Active, inquiry mathematics classrooms.
- Identity development in the classroom
- Group discussions around math problems instead of just worksheets…
- Tell me about your environment growing up (If your childhood had a smell, what would it be?)
- Was there a teacher or teachers who had a particularly strong influence on your life? Tell me about them.
- What is obvious to you (about education, teaching or learning) but many others don’t see/understand?
- What did you want to be when you grew up?
- Tell me a little about your research and how you got interested in that.
Identity and math classrooms
- Why is identity important to you?
- Especially math identity?
- The interactive math classroom… what is that? How is it different?
- What kind of classrooms are enabling students to see their identity as strong mathematicians?
- What hinders that?
- How do good math classrooms look and feel different from the bad ones?
- What are the best math teachers doing differently from the average ateacher?
Can off-task be on-track?
- Collaboration in math… that’s cheating right?
- How can off-task be on-track?
- Some research suggests that off-task talk can support collaboration by alleviating boredom, supporting emotional regulation, negotiating status within-group, or extending work in new directions. -2019
- When should teachers intervene off-task conversations?
- When should they allow them to go on?
- What excites you now? What is next?