Use of the Equity-centered Transformative Technology (EQTtech) Lesson Analysis Tool to bring Intentionality in Equitable Mathematics InstructionIn these modules, teachers will learn how to design, plan instruction and assess using a technology integrated in mathematics lesson grounded in equity centered practices and asset-oriented instruction.

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Equity-centered Transformative Technologyis a set of modules designed to engage elementary teacher candidates (TCs) with deliberate decision-making around lesson development using technological tools, keeping equitable instructional practices at the forefront.

Evolution ofEquity-centered Transformative Technology

A decade ago, the first author wrote an article called Tech-knowledgy for Diverse Learners for a Technology Focus Issue in the Mathematics Teaching in the Middle School in Mathematics Education (Suh, 2010a). This article focused on leveraging cognitive tech tools for mathematics teaching and learning. Specifically, the article recommended strategies for teachers to consider the needs of diverse learners and be equipped to support their learning by taking advantage of technology’s affordances. Most importantly, teachers must have “tech-knowledgy”: the knowledge necessary to use cognitive tech tools effectively to construct mathematical knowledge, evaluate the mathematical opportunities presented, and design learning tasks with these tools that amplify the mathematics for their diverse learners.

Using case studies, Suh(2010b) described technology-enhanced mathematics lessons in two diverse fifth and sixth grade classrooms at a Title I elementary school near the metropolitan area. The project’s primary goal was to design tasks to both leverage technology and enhance access to critical thinking in mathematics, particularly with data analysis and probability concepts. This paper highlights the opportunities in technology-rich mathematics environments. In addition, the case studies illustrate how to design and implement mathematical tasks using technology to provide opportunities for higher mathematical thinking processes as defined by the Process Standards of the National Council of Teachers of Mathematics (NCTM, 2000): problem solving, connections, representations, communication, reasoning and proof.

Recent Design and Development Cycle in Math Methods CoursesThe integration of technology in the mathematics classroom has always been a key focus for math teacher education (AMTE standards). Recently, there is a call for MTEs to utilize more common language and core practices (McDonald et al., 2013) around ambitious teaching. MTEs have strived to design practice-based assignments to promote ambitious mathematics teaching (Lampert et al., 2013) as well as ambitious teaching integrating technology in mathematics lessons (Suh, 2016). In the past two years, the authors (Dr. Jennifer Suh, Dr. Kimberly Morrow-Leong and and two mathematics coaches, Holly Tate and Kate Roscioli) have been refining this set of modules as a reflective tool to center equity when planning for a tech-enhanced lesson.

Documents for Mathematics Teacher Educators

The section below will describe the set of teaching activities and a lesson reflection tool to promote the centering of equitable teaching practices in mathematics. There are links for each of the modules below. In addition, these modules are archived with sample student work at http://mathtechknowledgy.onmason.com/

**Description of Equity-centered Transformative Technology **

**Description of Modules**

In these modules, teachers will learn how to design, plan instruction and assess learning using a technology-integrated mathematics lesson that is grounded in equity-centered practices and asset-oriented instruction.

One of the key instructional tools is the Equity-centered Transformative Technology (EQTtech) Lesson Analysis Tool. The tool builds on the seminar work on technology, pedagogy, and content knowledge (TPACK, Koehler et al., 2011; Mishra et al., 2006) and considers how technology can support equitable teaching practices (Aguirre et al., 2013). We included the term transformative to lean into the idea of Transformative Potential (Jemal 2017). *Transformative potential i*s defined as levels of consciousness and action that produce the potential to transform contextual factors and relationships perpetuating inequitable conditions and that are necessary for change (Jemal, 2017a). The goal of the tool is to develop teachers’ awareness and action to bring equity to the forefront in the use of technology in the mathematics classroom.

Transformative Digital Technology for Equity Feedback Tool (PDF)

Google Form Version that can be copied and used with teachers

** Equity-centered Transformative Technology **

**Module 1:Learn about Equity-centered Transformative Technology **

Link to **Module 1 slides** **
**Link to

**MTEs’ Module 1 Teacher Notes**

Copy of **Module 1: Student e-Notebook**

Video Overview: **Module 1 Overview**

Overview of Learning Activities

**Activity 1: ** *Learn* through reading and reflecting

- Students will read and reflect on how technology’s affordances can amplify learning

**Activity 2: ** *Learn* through exploration (Tinker with Technology)

- Students will explore technology tools from a student perspective

**Activity 3: ** *Learn* from reflecting on exemplars using the *Equity-centered Transformative Technology (**EQTTech) **Lesson Analysis Tool *Students will examine two exemplar lessons using the two lessons explored in Activity 2 and how they meet dimensions laid out in the Tech-knowledgy for Equity Planning and Reflection Tool

- Students will complete an exit pass reflecting on how the activities promote the dimensions in the EQTTechTool.

**Module 2: Explore ****Instructional Activities for ****Equity-centered Transformative Technology**

Link to **Module 2 Slides****
**Link to

**MTEs’ Module 2 Teacher Notes**

**Copy of ****Module 2: Student e-notebook**

Overview of Learning Activities

**Activity 1:** *Explore with technology tools*

- Students will investigate different types of technology based on the Dimension for
**Equity-centered Transformative Technology**

**Activity 2:** *Explore *through learning goals

- Students will identify the learning goal for a mathematics lesson and use curricular resources (i.e. methods text) and consider the learning progression as they explore some technology activities

**Activity 3:** *Explore *through learning activities

- Students will identify three learning activities focused on a mathematics concept that they are teaching and assessing

**Module #3: Plan for Enactment **

Link to **Module 3 Slides **

Link to **MTEs’ Module 3 Teacher Notes**

**Copy for ****Module 3: Student e-notebook**

Implementing Instructional Activities for Math Tech-knowledgy for Equity

Overview of Learning Activities

**Activity 1:** *Plan* for teaching

Students will teach their lesson with the Transformative reflective tool in mind

**Activity 2:** *Plan *for assessment

Students will collect student artifacts from their lessons and analyze the learning

**Activity 3:** *Plan* for what might be next for self and students

Students will reflect on their lesson through written reflection** **

**Module #4: Reflect & Report OUt **

Link to **Module 4 Slides**

Link to **MTE’s Module 4 Teacher Notes**

Copy of **Module 4: Student Share out Template**

Online Teaching Demo using Flipgrid or Video ShareOut celebrating student thinking

using the learning trajectory they mapped out in anticipation for the lesson or assessment, teacher candidates can use student work to highlight and celebrate the strength in student work and plan how they can advance their thinking along the learning continuum.

Copy of Student Share Out Slide Template Module #4

Overview of Learning Activities

**Activity 1: ** *Reflect* through student work analysis and showcase student artifacts on a slide deck (use Template slides for Module 4) to share out their learning

**Activity 2: ** *Reflect* through the *Equity-centered Transformative Technology Lesson Analysis Tool*. Students will apply principles from the *Equity-centered Transformative Technology Lesson Analysis Tool *

**Activity 3: ** *Reflect* through telling a story of celebration of student work

- Students will design slides showcasing student work and annotate the strengths seen in their thinking
- Students will use the reflective tool to create a narrative for their Lesson Story on Flipgrid

**Data-based findings and Next Steps for Equity-centered Transformative Technology **

We have found that by using the *Equity-centered Transformative Technology Lesson Analysis Tool *in our method courses, our PSTs are becoming more intentional with their choice of technology tool, as evidenced by their lessons, teaching demos, and reflections. As they examine transformative technology using these dimensions, PSTs have an equity-focused lens for planning and evaluating how they can position their students as mathematicians who have a voice and can better ensure equitable ownership of ideas, encouraging justification and positioning every student as a creator of mathematical knowledge. As we move back to face-to-face teaching, we want to contribute to the field by taking stock of what we learned during the pandemic and furthering our studies on how emerging technology has the potential to transform our classrooms to be more equity-centered.

(content below found in “Standards and Indicators” file)

**Standards and Indicators These Materials Target**

The modules serve as a structure to support TCs during their elementary math methods course in learning to teach mathematics through iterative opportunities across the duration of several weeks working directly with an elementary student. Thus addressing **Standard P.3. Opportunities to Learn to Teach Mathematics**. Additionally, the program meets indicators within **Standard P.4 Opportunities to Learn in Clinical Settings** **Standard P.5 Recruitment and Retention of Teacher Candidates.**

Below is a description of connections to key indicators within the standards.

- I
**ndicator P.3.2. Provide Foundations of Knowledge About Students as Mathematics Learners**. **Indicator P.3.4. Incorporate Practice-Based Experiences.**As described**Indicator P.4.1 Collaboratively Develop and Enact Clinical Experiences.**The program is mostly embedded in and done in collaboration with local public school districts.**Indicator P.4.2. Sequence School-Based Experiences.****Indicator P.4.3 Provide Teaching Experiences with Diverse Learners.**

**About the Authors**

Jennifer Suh

Kate Roscioli

Holly Tate

Kimberly Morrow-Leong

**References**** **

Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. B. (2013). *The Impact of identity in K-8 mathematics: Rethinking equity-based practices*. National Council of Teachers of Mathematics.

Barlow, A., Edwards, C. M., Robichaux-Davis,, R., & Sears, R. (2020). Enhancing and Transforming Virtual Instruction, *Mathematics Teacher: Learning and Teaching PK-12*, *113*(12), 972-982. Retrieved Jul 27, 2021. Link

Korbett, B. M., & Karp, K. S. (2020). Strengths-based teaching and learning in mathematics: Five teaching turnarounds for grades K–6. Corwin.

Lampert, M., Franke, M. L., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., & Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243. http://doi.org/10.1177/002248711 2473837

McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core Practices and Pedagogies of Teacher Education: A Call for a Common Language and Collective Activity. *Journal of Teacher Education*, *64*(5), 378–386. https://doi.org/10.1177/002248711349380

Suh, J.M. (2010a). Tech-knowledgy for diverse learners [Technology Focus Issue]. *Mathematics Teaching in the Middle School, 15*(8), 440-447. Link

Suh, J.M. (2010b). Leveraging cognitive technology tools to expand opportunities for critical thinking on data analysis and probability in elementary classrooms. *Journal of Computers in Mathematics and Science Teaching 29*(3), 289-302. Link

Suh, J.M. (2016). Ambitious teaching: Designing practice-based assignments for integrating virtual manipulatives into mathematics lessons. In P. Moyer-Packenham (Ed.), *Mathematics Education in the Digital Era: International Perspectives on Teaching and Learning Mathematics with Virtual Manipulatives*, 301-321. Link