# Mathematics Education Colloquium, February 28th

- Feb 13, 2018

You are cordially invited to attend the upcoming Mathematics Education Colloquium on Wednesday, February 28, 2018 from 1:45-3:15 pm in 252 Erickson Hall, Michigan State University. Jennifer Langer-Osuna from Stanford University will be presenting *Fostering productive and inclusive collaborative mathematics classrooms.*

* Abstract: *Student-led group work is an increasingly common activity in K-12 mathematics classrooms. Students are expected to debate ideas, justify conjectures, and come to consensus on reasonable approaches to solving problems. Yet several studies have shown that some students become unduly influential, while others' contributions are routinely marginalized. This talk pursues the question, how can collaborative mathematics classrooms foster both equity and productivity? To do so, this talk begins with an exploration of the role of authority relations during collaborative math activity, followed by new design research, in partnership with local schools, based on the results of earlier, exploratory work. The talk closes by contextualizing these projects in a broader body of work focused on examining classrooms designed to equitably engage students from diverse backgrounds in intellectually productive mathematical activity.

** Bio: **Jennifer Langer-Osuna is an assistant professor of education at Stanford University. She researches collaborative mathematics problem-solving in heterogeneous classrooms. Her work focuses on how student interactions during collaborative work shapes both learning opportunities and identity formation. The Spencer Foundation has funded her work and she has published in the Journal for Research in Mathematics Education, Journal of the Learning Sciences, Review of Research in Education, Mathematics Teaching and Learning, ZDM, Mathematics Education Research Journal, Canadian Journal of Science, Mathematics, and Technology Education, among other outlets.

The Program in Mathematics Education sponsors this event.