Associate Professor, STEM Education/Math, Director VolsTeach
Therefore, one strand within this research is to focus on classroom practices and how they afford or limit students’ opportunities to learn. A second strand is related to understanding common educational practices such as standardized tests and their implications for students’ math identities. One common criticism of equity research has been that it is often content-free. Hodge’s intent is to examine equity at the level of the specific practices in order to pay serious attention to mathematical content. These three strands are significant because they also inform her learning about how to support pre-service teachers’ learning.
An additional area of interest is that of building partnerships with schools, families, and the community in supporting different views of math in students’ everyday lives. These partnerships involve Family Math nights as part of university coursework and the local high school curriculum. Informal spaces such as public libraries and museums can also serve as contexts in which partnerships can develop and families can become part of the mathematical conversation.