Contrasting workshop practices (random vs. purposeful grouping) framed the problem of labeling students around local context and teacher agency¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the Rees debrief, random and purposeful grouping practices from PCMI and Kagan training afforded a representation of teaching as entailing judgments between contrasting structures and a framing of student labeling that underscored local school context and teacher agency. → Ehrenfeld 2020

Evidence¶

Ehrenfeld 2020¶

Ehrenfeld, N., McGugan, K. S., Marshall, S. A., & Garner, B. (2020). Reconciling local contexts and external conceptual resources in mathematics teachers' collaborative sensemaking. In Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of PME-NA. doi:10.51272/pmena.42.2020-295

q2 · i? · qualitative · r2

Interaction analysis of the Rees Middle School debrief episode (EPR 2), where Ezio contrasted random grouping (from PCMI) with purposeful grouping (from Kagan training) twice, ultimately valuing random grouping because it "disrupted the institutional process of labeling kids" amid unofficial tracking.

"even though he did not agree with random grouping for its lack of structure, the one thing that he did like about it was that it disrupted the institutional process of labeling kids."

Discussion¶

Related Claims¶

• External conceptual resources support teachers' pedagogical judgment by affording richer representations and more productive problem frames — a broader claim this one bears on
• Group-level scaffolding training increases teacher process support and student participation — related
• Teachers actively synthesize professional-development practices with their own context rather than transferring them intact — related
• Teachers prefer professional learning led by their colleagues over training from outside consultants — related