EQUITABLE MATH INSTRUCTION VISION

In this article, we overview a professional learning
task that involves drawing one’s vision for
high-quality, equitable mathematics instruction
(HQEMI). The task is part of the ongoing work
of a statewide research practice partnership that
supports a shared vision of mathematics across
the state K–12 system. Our work of HQEMI is
rooted in the development of Munter’s (2014)
four dimensions for visions of high-quality
mathematics instruction (VHQMI): the role of
the teacher, classroom discourse, mathematical
tasks, and student engagement. The first three
dimensions are particularly useful in the work
of the drawing task. In this article, we share an
overview of the drawing task, its implementation
with educators, and sample drawings, detailing
how personal drawings were made visible
across participants and the conversations resulting
from viewing and reflecting on one another’s
drawings. These conversations helped surface
disparities in notions of ideal mathematics instruction
and provided space for negotiation of
shared meaning. We provide themes and overarching
considerations from these conversations
to highlight discussions that might be elicited
through this task in future iterations. Finally, we
provide recommendations for implementing the
task and consider how the task might be adapted
for others’ contexts to support professional
learning about and development of a shared
vision for mathematics.