We recognize the present political climate is explicitly hostile toward equity & cultural responsiveness. This sort of investigation not only calls attention to the current desultory approach to CRMT in curricula, but also provides tools for stakeholders to advocate for CRMT. (7/8)

What does this tell us? Well...these materials are presenting SOME opportunities to attend to culturally responsive math teaching (CRMT), but their sporadic and siloed attention toward CRM suggests the need to adapt and supplement such materials to support CRMT. (5/8)

There was greater attention toward promoting high cognitive demand, but CRM aspects such as disrupting status issues or using math to address social issues was pretty much nonexistent in the analyzed materials. (4/8)

What did we find? Well...these curricula provide only brief attention toward culturally responsive mathematics (CRM), but there ARE differences across curricula. Perhaps unsurprisingly, curricula attend more to the dominant dimensions of equity than the critical dimensions. (3/8)

We analyzed the middle school materials of six different widely adopted math curricula, considering how the materials present opportunities to attend to Zavala and Aguirre's CRMT2 framework. (2/8)

#mathedresearch #mtbos I am excited to share the newly published article I cowrote with Riley Stone and Raisa Ebner, titled "Culturally Responsive Mathematics and Curriculum Materials: Present Realities and Imagined Futures." You can view the article here: mdpi.com/2227-7102/15... (1/8)

We also found that teachers who reported higher coach quality--both expertise and affective quality (e.g., “My coach is respectful and collegial”) also had higher perceptions of PL+curriculum quality. Perceptions of coaching quality matter!

However, teachers who had an instructional coach had stronger perceptions about the quality of their PL and curriculum. So coaching--or districts that use coaching and other supports--seemed to strengthen teachers' perceptions of PL and curriculum quality.

We found that coaches had more positive views about the quality of district-mandated PL and curriculum materials compared to teachers. True for specificity, consistency, buy-in, institutional authority. So coaches view PL+curriculum in meaningfully dift ways than their teachers

We had 15 rubrics on PEMTP-8 on academic support, 7 on social support. As a lead on the observation team let me assure you, this was a lot of data to capture and analyze! (5/10)

We discuss our approach to coding instructional episodes in 10-min segments in comparison to coding entire lessons or shorter/longer time periods. We found the segmented approach to offer benefits in precision of the coding and retrieval of evidence for dissemination of findings (4/10)

We describe the importance for researchers to share their process of establishing validity evidence and walk through our own approach. It is multifaceted (and sometimes messy) but important work! (3/10)

Me at 2am, looking at a new call for manuscripts for a topic entirely outside of my expertise, writing up an abstract that (1) uses all of the keywords from the call and (2) then states "in this paper, I will..." and proceed to just explain my own thing.