This document summarizes research on a problem-based mathematics classroom situated in a pedagogy of feminist relation. The researcher observed two teachers' classrooms to analyze how classroom discourse achieved equity and empowerment. Key findings included the teachers valuing different solutions, self-correcting to show fallibility, withholding criticism to avoid hierarchy, and using inclusive and polite language. Pronoun analysis found students referred to themselves 1.4 times per minute, while teachers and students referred to others at the same rate, indicating equal treatment. The research concluded the classrooms clearly embodied a pedagogy of feminist relation through empowerment, dissolution of hierarchy, and giving voice and agency to all students.

1. Revealing Dialogue in a
Problem-Based
Mathematics Classroom
A Perspective of a Pedagogy of
Feminist Relation
Carmel Schettino
University at Albany/SUNY

2. Overview
NCTM
recommendations
of Equity and
Communication in
the Classroom
Mathematics
teachers focusing
on creating
classrooms that
foster this climate

3. Connection?
Underrepresented
Student Groups in
Mathematics
Discussion,
Relationally &
Respect-Based
Teaching
Techniques

4. Research Questions
In what ways does a teacher who
claims to attempt to empower
students and create equity in the
learning process use discursive
methods to attain that goal?
Specifically, what aspects of
classroom discourse define a
Problem-Based Learning
mathematics classroom situated in
a pedagogy of feminist relation?

5. Key Definitions
Problem-Based Learning - teacher
facilitated approach to learning where
complex problems are discussed by
students using their prior knowledge and
enabling problem solving skills (Hmelo-
Silver, 2004)
Feminist Mathematics Pedagogy -
collective and individual empowerment,
ownership and authorship of material,
dissolution of hierarchy in the classroom
community and a movement to work for
social change (Anderson, 2005; Jacobs,
1997; Meece & Jones, 1996; Solar, 1995).

6. Theoretical Framework
FMP
Pedagogy
of
Relation
A
Pedagogy
of Feminist
Relation

7. A Pedagogy of Feminist Relation
Pedagogy of
Relation
Relational
Authority
Relational
Equity
Feminist
Mathematics
Pedagogy
Dissolution of
Hierarchy
Empowerment
Inclusion &
Ownership

8. Framework for Observable
Characteristics

9. Methodology
Video recording of four class periods of
Algebraic Geometry PBL courses (250 mins)
Two teachers – 5 years and 11 years
experience
Single-sex, private school, class sizes 15
and 17, 27% non-white
Videos transcribed and analyzed in MaxQDA

10. Data Analysis
Form of Grounded Theory : Initial
Codes to Focused Codes
Qualitative unit of analysis: excerpts of
dialogue, interaction between student-
to-student, teacher-to-student
Qual/Quant: Self-reference occurrences
in pronoun use

11. Findings
Ms. Munson: ‘Really nice,
nice, three different ways of
solving that problem. Very,
Very nice.’
Valuing Intuition &
Naming Differences

12. Findings
Ms. Williams: ‘Oh no…
oh, sorry… it says find the
equation of line BC, I’m sorry,
… go ahead you can use either
choice.’
Teacher Self-
Correction

13. Withholding
Ms. Munson: What’s different about the formulas for
the transformation that would indicate that one might
be a mirror and that one might be a vector translation?
Carrie: The numbers are the same?
Mary: The x and y are switched?
Lee: Instead of [x+2, y-1], and now it’s y plus or
minus something and then x plus or minus something.
Carrie: Oh so, it would be a reflection if the y and x are
switched.
Findings

14. Findings
Ms. Munson: ‘When can we set up
equivalent…like a ratio between sides? What has
to be true about those triangles? We haven’t
really talked much about this…They have to be
similar, and these aren’t going to be similar
figures. So I see a few hands up, first of all let’s
make sure Fiona, that we… understands that
scenario, so can we maybe…’
Politeness and
Hedging

15. Findings
Individual I Inclusive We Generalized
You
Specific
You
Teacher 65 80 183 73
Student 185 150 207 75
Total Teacher and Student Pronomial Use
•Student self-reference rate of 1.4 times per minute (‘I’
by individual or ‘we’ in pairs)
•Teacher and student ‘other’ reference at same rate
(specific ‘you’ use)

16. Conclusions
Clear characterization
of a Pedagogy of
Feminist Relation
Voice & Agency
Empowerment
Dissolution of
Hierarchical
Structure