{"id":2196,"date":"2023-12-06T15:23:40","date_gmt":"2023-12-06T15:23:40","guid":{"rendered":"https:\/\/www.terc.edu\/mathequityforum\/?p=2196"},"modified":"2025-11-26T15:02:01","modified_gmt":"2025-11-26T15:02:01","slug":"a-teacher-reflection-tool-to-support-equitable-participation-in-whole-class-discussions","status":"publish","type":"post","link":"https:\/\/www.terc.edu\/mathequityforum\/a-teacher-reflection-tool-to-support-equitable-participation-in-whole-class-discussions\/","title":{"rendered":"A Teacher Reflection Tool to Support Equitable Participation in Whole Class Discussions"},"content":{"rendered":"\n

by Arusha Hollister<\/a> <\/p>\n\n\n\n

December 6, 2023<\/p>\n\n\n\n

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\u201cIt makes you slow down, this tool. Like it really makes you not go on autopilot, because you want to be very intentional to respond to what you\u2019re seeing.\u201d<\/em><\/em> <\/p>\n\u2014 Kiara, Grade 3 Teacher <\/cite><\/blockquote>\n\n\n\n

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Whole class discussions play an essential role in elementary students\u2019 mathematical learning. They are a place for students to move their math understanding forward, to share their strategies and thinking, to learn from others, and to strengthen their mathematical identities and sense of agency. Deborah Ball has said, \u201cClassrooms that are rich in mathematical discourse and discussion are crucial for empowering young people. They are also high-risk for reproducing patterns of racism and marginalization\u201d (Ball, 2019, slide 11).  Students can feel disrespected, shut down, or not heard by others. They may be reluctant to share because they don\u2019t feel confident in their mathematical knowledge or in their ability to communicate their ideas. Therefore, it is important to pay attention to and reflect on students\u2019 participation in whole class discussions in order to bring about more equitable participation. <\/p>\n\n\n\n

Interested in thinking about how teachers can achieve more equitable participation in whole class discussions, our team worked together with a group of teachers to create, try out, and revise a teacher reflection tool. This tool was designed to provide a structure for reflecting on students\u2019 participation and on instructional decisions that may affect it, such as which types of questions are asked of which students, and how students\u2019 contributions are responded to.<\/p>\n\n\n

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Given that teachers’ perceptions of what happens during whole-class conversations can be affected by implicit biases, personal experiences, and their focus on the myriad of aspects of facilitating discussions, the Teacher Reflection Tool for Whole <\/a>Class Discussions<\/a> involves teachers in evidence-based reflection. They collect data in their classroom related to student participation and reflect on that data. The tool offers three possible areas of focus:<\/p>\n\n\n\n