{"id":2870,"date":"2024-03-25T16:10:29","date_gmt":"2024-03-25T16:10:29","guid":{"rendered":"https:\/\/www.terc.edu\/mathequityforum\/?p=2870"},"modified":"2025-11-19T15:34:09","modified_gmt":"2025-11-19T15:34:09","slug":"partner-work","status":"publish","type":"post","link":"https:\/\/www.terc.edu\/mathequityforum\/partner-work\/","title":{"rendered":"Partner Work: A Structure that Supports Equity in the Elementary Math Classroom"},"content":{"rendered":"\n

by Megan Murray and Karen Economopoulos<\/a><\/p>\n\n\n\n

March 25, 2024<\/p>\n\n\n\n

\u201cEquitable teaching and learning of mathematics can only take place in an environment where students engage deeply with significant mathematical ideas,\u201d (Russell et. al., 2023, p. 3) have opportunities to express their math thinking and interact with the thinking of others, take responsibility for their learning, and work together in productive ways. Partner work is a structure that offers critical opportunities to promote equity in the mathematics classroom and support the identity and agency of all students, especially those who have been historically marginalized in mathematics.<\/p>\n\n\n\n

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How Partner Work Supports Equity<\/strong><\/p>\n\n\n\n

As A Framework for Reflecting about Equity in the Elementary Mathematics Classroom<\/a> <\/em>explains,<\/em> \u201cIn a strong collaborative mathematics community, students are encouraged to work together to solve problems, to learn from each other, to support and encourage others, and to be supported and encouraged by others in their growth as math learners.\u201d (Russell et. al., 2023, p. 5)<\/p>\n\n\n\n

Elementary students work in partnerships as they engage in activities, play games, and discuss their work and ideas. Understanding what it means to \u201cbe a good partner,\u201d and how to make space for each person\u2019s ideas, are important aspects of an equitable learning community.<\/p>\n\n\n\n

The following factors, in bold, are important to consider when creating and supporting partnerships that develop students\u2019 mathematical identity and sense of agency. In the italicized bullets, you\u2019ll find questions to reflect on with students, about how partnerships are working and how they can be improved to support the goal of equitable participation.<\/p>\n\n\n\n

Planning for Partner Work<\/strong><\/p>\n\n\n\n

Creating equitable partnerships requires thinking ahead about a variety of factors. Partnerships will likely vary depending on the activity, or on students\u2019 math, social, or language needs. Sometimes it might make sense to assign partners randomly or to allow students to select their own partners. Regardless of how partnerships are determined, working cooperatively is a goal. Together, generate a list of things good partners do (e.g. take turns, share materials, listen to each other\u2019s ideas). Periodically, discuss some aspect of partner work together.<\/p>\n\n\n\n