Equity-centered Transformative Technology (EQTtech)

Supplementary Materials for AMTE Standards

Use of the Equity-centered Transformative Technology (EQTtech) Lesson Analysis Tool to bring Intentionality in Equitable Mathematics Instruction

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

Equity-centered Transformative Technology is 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 of  Equity-centered Transformative Technology 

Over 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 journal (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 Courses 
The integration of technology in the mathematics classroom has always been a key focus for mathematics teacher education (AMTE, 2017 https://amte.net/standards ). With the call for MTEs to utilize more common language and core practices (McDonald et al., 2013) around ambitious teaching, it is essential for MTEs to share their teaching practices, particularly the ways in which they infuse technology in their mathematics methods courses.   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.

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 elementary students. 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.

  • <Indicator P.3.2. Provide Foundations of Knowledge About Students as Mathematics Learners
  • Indicator P.3.4. Incorporate Practice-Based Experiences. 
  • 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