{"id":2949,"date":"2024-04-01T20:30:48","date_gmt":"2024-04-01T20:30:48","guid":{"rendered":"https:\/\/www.terc.edu\/mathequityforum\/?p=2949"},"modified":"2025-11-26T15:02:39","modified_gmt":"2025-11-26T15:02:39","slug":"a-tool-to-support-equitable-participation-in-small-group-and-pair-work","status":"publish","type":"post","link":"https:\/\/www.terc.edu\/mathequityforum\/a-tool-to-support-equitable-participation-in-small-group-and-pair-work\/","title":{"rendered":"A Tool to Support Equitable Participation in Small Group and Pair Work"},"content":{"rendered":"\n

By Cinthia Col\u00f3n<\/a>
April 1, 2024<\/p>\n\n\n\n

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\u201cI wanted to see that all students were stepping up. I wanted to see that all students were included. I wanted to hear the questions that they asked each other. And boy, did I get a ton of information.\u201d <\/em><\/p>\n\n\n\n

\u2014 Grade 5 Teacher<\/em><\/p>\n\n\n\n

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The Framework for Reflecting About Equity in Mathematics Classroom<\/a><\/em> defines equitable mathematics learning communities as spaces where \u201cstudents are encouraged to work together to solve problems, to learn from each other, to take risks, to support and encourage others, and to be supported and encouraged by others in their growth as mathematics learners. \u2026This is true whether they are working alone, with a partner, in a small group, or as part of a whole class discussion.\u201d (Russell et al., 2023, p. 5)<\/p>\n\n\n\n

In a previous blog, A Teacher Reflection Tool to Support Equitable Participation in Whole Class Discussions<\/a>,<\/a> teachers were introduced to an evidence-based cycle of reflection designed to support equitable participation during discussions. Discussions are one essential structure in elementary students\u2019 mathematical learning. Another is small group and pair work, which offer students opportunities to solve problems collaboratively, share ideas, and learn from each other. Small group and pair activities also allow teachers to deliver tailored instruction, by adapting the work for a diverse range of learners.<\/p>\n\n\n\n

We knew that \u201cunderstanding what it means to \u2018be a good partner,\u2019 and how to make space for each person\u2019s ideas, are important aspects of an equitable learning community.\u201d (Murray and Economopoulos, 2024) But how to ensure that all students are positioned and seen as thinkers and doers of math during partner work? Our team considered the following questions:<\/p>\n\n\n\n