{"id":3304,"date":"2024-05-22T14:29:02","date_gmt":"2024-05-22T14:29:02","guid":{"rendered":"https:\/\/www.terc.edu\/mathequityforum\/?p=3304"},"modified":"2025-11-19T15:36:34","modified_gmt":"2025-11-19T15:36:34","slug":"discussions","status":"publish","type":"post","link":"https:\/\/www.terc.edu\/mathequityforum\/discussions\/","title":{"rendered":"Discussions: A Structure that Supports Equity in the Elementary Math Classroom"},"content":{"rendered":"\n

by Megan Murray and Karen Economopoulos<\/a>
May 22, 2024<\/p>\n\n\n\n

Whole-class discussions are an essential feature of the elementary math classroom. They provide students with the opportunity to articulate their ideas and consider the ideas of others, develop mathematical language, and compare and connect ideas, representations, and solutions. However, \u201cclassrooms that are rich in mathematical discourse and discussion are\u2026high-risk for reproducing patterns of racism and marginalization.\u201d (Ball, 2019, slide 11). It is important to think about and plan for how to make participation in such discussions equitable and how to establish an environment where students share their thinking and listen thoughtfully to the ideas of others.<\/p>\n\n\n

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As A Framework for Reflecting about Equity in the Elementary Mathematics Classroom<\/a> explains, \u201cEquitable participation in [a math] community means that all students are invited to express their ideas, to revise and build on them, to have others respectfully listen to and engage with their ideas, and to be seen as mathematical thinkers who make meaningful contributions to classroom conversations. This is true whether they are working alone, with a partner, in a small group, or as part of a whole class discussion. Having one\u2019s ideas taken up publicly and considered seriously supports students\u2019 developing identities and agency as mathematicians.\u201d (Russell, et. al., 2023, p. 5)<\/p>\n\n\n\n

The following factors, in bold, are important to consider in working to make discussions an opportunity to develop students\u2019 mathematical identity. In the italicized bullets, you\u2019ll find questions you can discuss with students as you reflect on whose voices are being heard, whose work is being shared and discussed, and whose ideas are not yet present in math discussions.<\/p>\n\n\n\n

Organizing the Physical Space<\/strong><\/p>\n\n\n\n

The set-up of the classroom should encourage students to participate in whole class discussions, as both a contributor and a listener. Being able to see each other\u2019s faces, and any work being shared, helps students focus their attention and encourages them to speak directly to each other. Ask students to share ideas about how to make discussions good learning opportunities for everyone.<\/p>\n\n\n\n