Drawing on interviews with parents of public-school students in who joined learning pods for the 2020-21 school year, this paper argues that the COVID-19 pandemic may have had a narrowing effect on the worlds of children in ways that increase their socio-spatial isolation along vectors of race and class. Interviews with parents who started…

In this study, we aim to investigate the role of language in small group peer collaboration. Based on the notion of symmetrical scaffolding, we draw on theories of dialogic space and functional linguistics to analyse a transcript of three six-year-old students as they explore a shared understanding of 'two more than'. Using Martin and White's…

We investigate teacher beliefs about discourses for equation solving and the challenges these beliefs might pose for the implementation of instructional practices that promote deductive reasoning in algebra. To uncover these beliefs, we recorded three video explanations of solutions to the same linear equation with distinct discursive…

The majority of my students are either out of state or international students who live on campus during the regular academic year and return home during the summer months. Thus, most students cannot attend face-to-face summer classes held on campus. In 2015, I developed a flipped, completely online human physiology course to meet the needs of…

This study focused on issues of equity related to small-group participation in a distance learning calculus class. Equity is defined as the fair distribution of opportunities for students to participate and learn. I examined how opportunities for mathematical and social participation were constructed through acts of positioning for four students.…

To disrupt patterns of marginalization that play out through interactions in math classrooms, teachers need to identify and address inequities in student participation, both in terms of participation outcomes and processes. In this study, I take an expansive view of participation and examine how the "quiet" participation of one 9th grade…

We describe and illustrate factors that specify what it means for a tutor to provide different "levels of support", based on our analyses of models of the levels of support provided during human tutoring and teacher-led small group work. We then show how we used these factors to implement contingent scaffolding in a tutorial dialogue…

This study investigated how the use of structured participation, specifically group presentation roles, supported more equitable participation in doing and learning mathematics. We analyzed videos of two lessons focused on radius, diameter, circumference, and area of circles in which students worked in small groups in a STEM project-based geometry…

The development of proofs and argumentation is one of the major standards for mathematical practices in K-12 education that researchers and practitioners alike are continuing to improve. Further, the use of discourse is considered essential in the learning of mathematical concepts at these levels. However, K-12 educators continue to confound how…

One focus of 21st century science education is teaching students authentic disciplinary practices. Scientific argumentation is one such practice, and evidence suggests it is not only a key skill, but also a facilitator of high-level comprehension. Science teachers need assistance teaching and incorporating argumentation into their work. In this…

In this paper we frame our observations in enactivism, specifically problem posing, to propose the notion of problem drift as a method to analyze the curriculum generating actions of small group learning systems in relation to teacher interventions intended to trigger specific content goals. Teacher attentiveness to problem drift is suggested to…

In this case study, we examine the usage of language -- how teachers used and regulated their language when teaching English language learners (ELLs) with learning disabilities (LD) how to solve mathematics multiplication problems. We focus on types of scaffolds used by teachers to identify how scaffolding helps ELLs with LD build better…

In this study, we explore four, second graders' performances on integer addition problems before and after analyzing contrasting cases involving integers. The students, as part of a larger study, participated in a pretest, small group sessions, one short whole-class lesson on integer addition, and a posttest. Based on their integer mental models…

This paper explores the nature of students' quantitative reasoning and conceptions of functions supporting their ability to symbolize quadratic function rules, and the meanings students make of these rules. We analyzed middle school students' problem solving activity during a small group teaching experiment (n = 6) emphasizing quadratic growth…

In a developmental research approach, from a sociocultural position, we address the meanings students make of mathematics in teaching sessions and how this relates to the intentions of the teacher and approaches to teaching. Analyses of data come from small group tutorials of one tutor with first year university mathematics students (n=5). We…