A Cycle of Reflection: Learning More About Our Students
by Marta Garcia and Annie Sussman
October 25, 2023
鈥 Berta, Grade 2
鈥淚鈥檓 hoping to develop a math community where everyone has a voice and I can elevate the voices of students who may not have participated in discussions in the past.鈥
Developing an equitable math learning community that centers each student鈥檚 identity, needs, and voice requires that teachers take the time to learn about their students and then act on the knowledge they have gained. In our first blog, 鈥淲hat Do Your Students Think About Math?: Student Reflection as a Tool for Finding Out鈥 we offered an invitation to engage students in sharing their experiences and reactions to math class:
When we take time to listen and respond to the feedback students offer, we demonstrate our commitment to fostering a supportive learning community as well as our respect for our students鈥 contributions. If used regularly, such reflections can help us see how students鈥 thoughts about mathematics, and about themselves as learners, are changing over time (or not). This choice to pay attention to and respond to students鈥 needs and current dispositions is a critical step in developing an equitable learning environment.
Interested in learning more about how teachers can develop equitable math learning environments, our team sought input from teachers. We invited a group of elementary math teachers from diverse backgrounds and communities, to work with us on the development and field testing of a variety of Equity Resources. One such resource is a Student Reflection Tool which provides a bank of questions, and sample questionnaires and surveys, that teachers can use to learn more about their students’ previous and current math experiences. The Tool is organized into four areas of reflection.聽
- Students鈥 prior experiences with mathematics
- Students鈥 reflections on themselves as math learners
- Students鈥 beliefs about math and expectations for math class
- Students鈥 participation in math class
Teachers in the research group鈥攕uch as Berta, whose quote began this blog鈥攎ade student reflection an ongoing part of their practice. As they posed questions and collected responses, they found that reflecting on individual students鈥 answers and on broader trends offered them fertile ground for analyzing their classroom community. Often these responses raised new questions they wanted to investigate and they did so in a variety of ways, by:
- Conducting an individual interview
- Asking a follow up question
- Facilitating a whole class conversation
- Working with a small group who may have exhibited the same needs.
- Reflecting on their practice
For example, Carmen asked her students to write a response to the question: What do you do when something feels hard or challenging for you during math class? She analyzed and then reflected on the responses:
鈥淭he responses revealed that my students are feeling challenged and not wanting to share. Perhaps I will facilitate a discussion about what to do when you think something is hard. We鈥檝e had lots of discussions about mistakes and brain growth already, but they may benefit from a discussion about what to do when you鈥檙e stuck.鈥
鈥 Carmen, Grade 3
Overtime, teachers鈥 work suggested a cycle: gathering students鈥 reflections, analyzing students鈥 responses, and then identifying action steps.
Teachers examined and wrote about many aspects of students鈥 math identities and experiences as they used this tool to better understand and respond to their students鈥 needs. The next blog shares some teachers’ stories, showing the cycle in action.
Note: This blog is the third in a series about student reflection. Read the first, second, and fourth blogs.
References
Garcia, Marta & Sussman, Annie (2023, October 13). What Do Your Students Think About Math?: Student Reflection as a Tool for Finding Out. Math Equity Forum Blog.
The Math Equity Forum at 七色视频. (2023, October).聽Student聽Reflection聽Tool: Getting to Know Your Students. Forum for Equity in Elementary Mathematics.
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