Alan Schoenfeld, Professor

Closed (1) Teaching for Robust Understanding of Mathematics (TRU)

Closed. This professor is continuing with Spring 2021 apprentices on this project; no new apprentices needed for Fall 2021.

We have one project for the 2019-2020 academic year. Our project explores the questions, “What kinds of mathematics classroom practices produce powerful mathematical thinking?” How can we support teachers to build learning environments that support powerful mathematical thinking in their students?
We will be working on two initiatives. The first is looking at records from a professional development program we designed for high school math teachers. We will be investigating questions such as,How do groups of teachers become supportive learning communities? How do teachers think about their students' mathematical agency, authority, and identities? How do teachers make sense of learning done in professional development, in their classrooms?

The second is designing materials for new groups of math teachers to use. We use the Teaching for Robust Understanding (TRU) framework to support groups of math teachers looking to collaborate around improving their teaching. We will be developing new tools to work with the TRU framework.

We are looking for help in transcribing and analyzing video data of classroom teaching, small group interactions, and teacher meetings. URAP students will engage in ongoing analytic conversations with the project leaders as they work together to make sense of the data. They are more than welcome to join research group meetings (date and time TBA) to get a broad sense of the research enterprise.

Day-to-day supervisor for this project: Anna Weltman, Ph.D. candidate

Qualifications: Obviously, an affinity for mathematics and an interest in teaching are a plus!

Weekly Hours: 6-8 hrs

Off-Campus Research Site:

Related website: http://map.mathshell.org/materials/index.php
Related website: http://edcollaboration.org/TRU-LS/trutools.html

Closed (2) Towards a critical-mathematical consciousness: Understanding the construction of a counterspace for prospective maestras Mexicanas

Applications for fall 2021 are now closed for this project.

Although there has been sociopolitical turn in mathematics education very little is known about how prospective teachers of color come to develop racial and critical literacy of and with mathematics. Given the growing number of Latinx students and the continued marginalization of women of color in mathematics, it is imperative we center the voices and historias of Latinas but specifically Latinas who seek to become maestras. This study aims at understanding how prospective self-identified Mexicana maestras make sense of issues of race and social justice with and of mathematics with an explicit attention to designing the learning environment, the counterspace. This study roots its inquiry in CRT and LatCrit frameworks but more specifically centers narratives, testimonios, that function as a means to understand the lived experiences of those who have been traditionally marginalized and whose experiences are erased from mathematics education scholarship.

We are looking for help in transcribing and analyzing video data of platicas (deep trustful conversations) that prospective teachers had related to mathematics and social justice. URAP students will engage in ongoing analytic conversations with the project leader as they work together to make sense of the data.

Day-to-day supervisor for this project: Sandra Zuniga-Ruiz, Ph.D. candidate

Qualifications: The undergraduate research assistant will: 1. Be in their 3rd year or later(However, if you are a first year or second year and are interested in these topics, please do apply as you will be considered. 2. Have an interest in math education, social justice and learning 3. Be bilingual! Know how to speak and write in Spanish (Spanglish is a plus!)

Weekly Hours: 6-8 hrs

Off-Campus Research Site: This research can be done from home/remotely with virtual check ins.