Lesson Plan: Developing students' Mathematics Identities and Belongingness
8/18/2020
Download PDF version of this lesson Plan
Introduction
This lesson plan has been co-developed between the Interactive Research Methods Lab's team, and Dr. Lateefah Id-Deen (Assistant Professor of Elementary Mathematics Education.Kennesaw State University). The aim of the lesson plan is to help undergraduate students to collaboratively develop a research design to study how to better design mathematics lesson plans attending to students' mathematics identities and belongingness. The proposed activities within the lesson plan are in alignment with Kennesaw State Office of Undergraduate Research definition of Undergraduate Research: “An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline.” (see: http://www.cur.org/about.html ) The lesson was implemented in the Interactive Research Methods Lab (IRML) on 8/18/2020 from 6.30 pm to 8.30 pm.
The clip below describes the main features of the IRML:
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Structure of the session
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Resources
Appendices
Outcomes
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Goals
Description
CONTACT
Outcomes
Description
Step-by-Step guide
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Appendices
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01 Description
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Description
Goals
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Appendices
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Outcomes
CONTACT
This lesson plan will help undergraduate students reach a deep understanding of the key elements that should be included in sound research designs in education. To do so, this unit will help them identify the nine steps proposed by the Hopscotch Model (Jorrín-Abellán, 2016, 2019) to develop well-informed research designs. To facilitate the process, students will be provided with an example of the nine steps extracted from a published study (Frank, 2018) that will be read prior to the session in the Interactive Research Methods Lab. The identification of the nine steps in the article will serve as the basis for students to discuss and reflect upon the key elements to be included in their own research designs to study the planning and teaching of culturally responsive mathematics lessons that explicitly consider cultivating students' mathematics identities and belongingness in the classroom. In the final part of the session, undergraduate students will be asked to collaboratively generate a visual representation of the key elements of a narrative inquiry/research study on how to better design mathematics lesson plans attending to students' mathematics identities and belongingness. To do so, undergraduate students will first reflect on their own experiences (positive and negative) as mathematics students, then use that information to support their mathematics lesson planning.
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02 Goals
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Description
Goals
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CONTACT
1. This activity will help undergraduate students develop their research skills. These include logic, and problem-solving skills (Bauer & Bennett, 2003) and experimental skills like design, data collection, data analysis, understanding of limitations, and research ethics (John & Creighton, 2012; Russell, Hancock, & McCullough, 2007). Students also learn how to seek out and consume the relevant literature and learn the disciplinary language (Bauer & Bennett, 2003). 2. The activity will help students develop their communication skills. Students improve their oral, written, and visual communication skills (Bauer & Bennett, 2003). 3. Finally, the proposed activity will promote students’ critical thinking.
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03 Step-by-Step guide
HOME
Description
Goals
Steps
Appendices
Resources
Outcomes
CONTACT
Step 0: Prior to the face-to-face session in the IRML, students will be asked to read the following article: Frank, T. J. (2018). Teaching our kids : Unpacking an African-American mathematics teacher’s understanding of mathematics identity. Journal for Multicultural Education, 12(2), 144–160. https://doi.org/10.1108/JME-04-2017-0025 (download) Step 1: The IRML will be introduced to students. A team member of the lab will describe its structure based on the nine steps proposed by Hopscotch. The functioning of the augmented reality contents will also be shown. (10') Step 2: Presentation of the activity to be conducted in the lab. (5’ ) Step 3: The four participating students will collaboratively interact with the augmented multimedia contents present in the lab, or the 360 Virtual Tour of the Interactive Research Methods Lab (see: https://irml.kennesaw.edu). In this stage, students will have to fill out the third column of the table included in Appendix A, by describing in their own words the key elements that need to be considered to generate a solid research design for their study. To do so, students will be able to check the second column, in which the research design used in the previously read article has been unpacked (Frank, 2018) (45’ )
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03 Step-by-Step guide
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Description
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Appendices
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CONTACT
Step 4: A group discussion will be held in order to reflect upon the decisions made in the previous step (third column of appendix A). (30’ ) Step 5: After having discussed the elements of the study to be conducted, students will collaboratively generate a visual representation of the key elements of their own narrative research design, like the one presented in Appendix B. To do so, students will use the following tool provided by Hopscotch (30’)
Access the webtool
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Description
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Appendices
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CONTACT
Appendix A: steps to generate a solid research design
Appendix B: Visual representation of the key elements of the study presented in (Frank, 2018)
Appendix C: Interview Protocol Template
Examples of Undergraduate Research Projects in Education
Interactive Research Methods Lab Website
Hopscotch Model
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Description
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1. Complete Appendix A by describing in your own words the steps that need to be considered to generate a well-informed research design for your study.2. Generate a visual representation of the key elements of your research design in a collaborative fashion.
You can use this tool to create a visual representation of your narrative study
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06 Appendices
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Description
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Appendices
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APPENDIX A: Describe the steps to generate a solid research design in your own words
APPENDIX B: Visual representation of the key elements of the study presented in
(Frank, 2018)
APPENDIX C: Interview Protocol Template
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Description
Goals
Steps
Appendices
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APPENDIX B: Visual representation of the key elements of the study presented in (Frank, 2018)
CONTACT
Contact Information
Interactive Research Methods Lab
Bagwell College of Education 580 Parliament Garden Way Room BEB 403 Kennesaw, 30144
irml@kennesaw.edu
https://irml.kennesaw.edu
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Transcript
Lesson Plan: Developing students' Mathematics Identities and Belongingness
8/18/2020
Download PDF version of this lesson Plan
Introduction
This lesson plan has been co-developed between the Interactive Research Methods Lab's team, and Dr. Lateefah Id-Deen (Assistant Professor of Elementary Mathematics Education.Kennesaw State University). The aim of the lesson plan is to help undergraduate students to collaboratively develop a research design to study how to better design mathematics lesson plans attending to students' mathematics identities and belongingness. The proposed activities within the lesson plan are in alignment with Kennesaw State Office of Undergraduate Research definition of Undergraduate Research: “An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline.” (see: http://www.cur.org/about.html ) The lesson was implemented in the Interactive Research Methods Lab (IRML) on 8/18/2020 from 6.30 pm to 8.30 pm.
The clip below describes the main features of the IRML:
06
05
02
03
04
01
Structure of the session
HOME
Resources
Appendices
Outcomes
Steps
Goals
Description
CONTACT
Outcomes
Description
Step-by-Step guide
03
05
01
04
06
02
Appendices
Goals
Resources
01
02
03
04
05
06
01 Description
HOME
Description
Goals
Steps
Appendices
Resources
Outcomes
CONTACT
This lesson plan will help undergraduate students reach a deep understanding of the key elements that should be included in sound research designs in education. To do so, this unit will help them identify the nine steps proposed by the Hopscotch Model (Jorrín-Abellán, 2016, 2019) to develop well-informed research designs. To facilitate the process, students will be provided with an example of the nine steps extracted from a published study (Frank, 2018) that will be read prior to the session in the Interactive Research Methods Lab. The identification of the nine steps in the article will serve as the basis for students to discuss and reflect upon the key elements to be included in their own research designs to study the planning and teaching of culturally responsive mathematics lessons that explicitly consider cultivating students' mathematics identities and belongingness in the classroom. In the final part of the session, undergraduate students will be asked to collaboratively generate a visual representation of the key elements of a narrative inquiry/research study on how to better design mathematics lesson plans attending to students' mathematics identities and belongingness. To do so, undergraduate students will first reflect on their own experiences (positive and negative) as mathematics students, then use that information to support their mathematics lesson planning.
01
02
03
04
05
06
02 Goals
HOME
Description
Goals
Steps
Appendices
Resources
Outcomes
CONTACT
1. This activity will help undergraduate students develop their research skills. These include logic, and problem-solving skills (Bauer & Bennett, 2003) and experimental skills like design, data collection, data analysis, understanding of limitations, and research ethics (John & Creighton, 2012; Russell, Hancock, & McCullough, 2007). Students also learn how to seek out and consume the relevant literature and learn the disciplinary language (Bauer & Bennett, 2003). 2. The activity will help students develop their communication skills. Students improve their oral, written, and visual communication skills (Bauer & Bennett, 2003). 3. Finally, the proposed activity will promote students’ critical thinking.
01
02
03
04
05
06
03 Step-by-Step guide
HOME
Description
Goals
Steps
Appendices
Resources
Outcomes
CONTACT
Step 0: Prior to the face-to-face session in the IRML, students will be asked to read the following article: Frank, T. J. (2018). Teaching our kids : Unpacking an African-American mathematics teacher’s understanding of mathematics identity. Journal for Multicultural Education, 12(2), 144–160. https://doi.org/10.1108/JME-04-2017-0025 (download) Step 1: The IRML will be introduced to students. A team member of the lab will describe its structure based on the nine steps proposed by Hopscotch. The functioning of the augmented reality contents will also be shown. (10') Step 2: Presentation of the activity to be conducted in the lab. (5’ ) Step 3: The four participating students will collaboratively interact with the augmented multimedia contents present in the lab, or the 360 Virtual Tour of the Interactive Research Methods Lab (see: https://irml.kennesaw.edu). In this stage, students will have to fill out the third column of the table included in Appendix A, by describing in their own words the key elements that need to be considered to generate a solid research design for their study. To do so, students will be able to check the second column, in which the research design used in the previously read article has been unpacked (Frank, 2018) (45’ )
01
02
03
04
05
06
03 Step-by-Step guide
HOME
Description
Goals
Steps
Appendices
Resources
Outcomes
CONTACT
Step 4: A group discussion will be held in order to reflect upon the decisions made in the previous step (third column of appendix A). (30’ ) Step 5: After having discussed the elements of the study to be conducted, students will collaboratively generate a visual representation of the key elements of their own narrative research design, like the one presented in Appendix B. To do so, students will use the following tool provided by Hopscotch (30’)
Access the webtool
01
02
03
04
05
06
04 Resources
HOME
Description
Goals
Steps
Appendices
Resources
Outcomes
CONTACT
Appendix A: steps to generate a solid research design
Appendix B: Visual representation of the key elements of the study presented in (Frank, 2018)
Appendix C: Interview Protocol Template
Examples of Undergraduate Research Projects in Education
Interactive Research Methods Lab Website
Hopscotch Model
01
02
03
04
05
06
05 Outcomes
HOME
Description
Goals
Steps
Appendices
Resources
Outcomes
CONTACT
1. Complete Appendix A by describing in your own words the steps that need to be considered to generate a well-informed research design for your study.2. Generate a visual representation of the key elements of your research design in a collaborative fashion.
You can use this tool to create a visual representation of your narrative study
01
02
03
04
05
06
06 Appendices
HOME
Description
Goals
Steps
Appendices
Resources
Outcomes
CONTACT
APPENDIX A: Describe the steps to generate a solid research design in your own words
APPENDIX B: Visual representation of the key elements of the study presented in (Frank, 2018)
APPENDIX C: Interview Protocol Template
01
02
03
04
05
06
06 Appendices
HOME
Description
Goals
Steps
Appendices
Resources
Outcomes
APPENDIX B: Visual representation of the key elements of the study presented in (Frank, 2018)
CONTACT
Contact Information
Interactive Research Methods Lab
Bagwell College of Education 580 Parliament Garden Way Room BEB 403 Kennesaw, 30144
irml@kennesaw.edu
https://irml.kennesaw.edu