In this talk, Dr. Jackson will describe recent efforts to specify equity-in-practice in the context of an eight-year study aimed at supporting and investigating the improvement of middle-grades mathematics teaching and learning at the scale of large, urban districts. The first example concerns the development of an assessment of teachers’ views of their students’ mathematical capabilities, and analyses regarding relations between such views and teacher practice. The second example entails the specification of forms of instructional practice that have the potential to support more youth to substantially participate in rigorous mathematical activity. She will discuss the implications of both examples for mathematics education research and for advancing attention to equity in professional learning.
Kara Jackson is an assistant professor at the University of Washington. Her research focuses on specifying forms of practice that support all learners to participate in rigorous mathematics and how to re-organize educational contexts to support teachers to develop such forms of practice. From 2007-2010, she was a post-doctoral fellow at Vanderbilt University on a project investigating instructional improvement in middle-grades mathematics at scale; she is currently a co-principal investigator on an extension of this study and leads lines of investigation focused on equity in opportunities to learn mathematics and the coordination of professional learning across role groups and contexts. She received her doctorate in Education, Culture, and Society with an emphasis in mathematics education at the University of Pennsylvania Graduate School of Education. She taught high-school mathematics in Vanuatu as a Peace Corps volunteer and was a mathematics specialist, supporting both youth and their families, for the Say Yes to Education Foundation in Philadelphia.