Dimension

Exploring collaborative work 45
Gavin, Donna Kotsopoulos, and were concerned with publications on the role of the
development of academic language in education by students and the understanding
thereof by teachers (for example by Catherine Snow, Mary Schleppegrell, Paola
Uccelli) and the interplay between mathematics and culture (for example, Beatriz
d’Ambrosio and Sarah Lubienski). Equipped with background knowledge in this
area, we looked for connections between intercultural competence and mathematics.
Concurrently, the authors and the graduate students worked with colleagues
in a school district (hereon referred to as school partners or colleagues in the partner
school system) and engaged in conversations on how to best collaborate in this
project. We had several meetings with the school administrators and curriculum
directors at the partner school and at the university in which we introduced and
shared theory (e.g., by a presentations on intercultural citizenship by the third author
during a campus and partner school visit), reviewed the partner school’s goals and
needs, analyzed the partner school’s curriculum plans corresponding to the different
subjects, and collaboratively envisioned potential teaching unit ideas.
The second course took place in Spring 2015, where the collaborative work
focused on the development of the units, which were planned, revised, and modified
according to feedback and input from all constituents. In order to create these interdisciplinary
units, we worked in collaboration with our partner school to identify
appropriate grade levels at which the school could implement the units. In an early
conversation about possible places to implement this interdisciplinary intercultural
citizenship we decided for a variety of reasons that mostly had to do with realities in
the partner school district that the best connections can be made through the curriculum
in social studies in sixth grade as teachers and administrators had been planning
to focus on global citizenship. We then selected topics of interest that would
cut across different content areas (social studies, world languages, and mathematics)
and used the content knowledge that each subject covers around the same time in
the academic year. Drafts were developed by teams of graduate students consisting
of at least one member in mathematics and one member in foreign languages. In
total there were four teams consisting of 2 to 3 students. One team did not include
a graduate student in mathematics. Instead, the whole group as well as the faculty
members helped ensure an interdisciplinary approach in this team’s projects. All unit
drafts were continuously revised based on insights, ideas, and feedback from all constituents
(the authors, the school partner participants and the graduate students) to
ensure meaningful learning experiences within each subject, authentic use of the
theories we had already learned and additional customized readings specific to each
unit, attention to school resources and needs, as well as inclusion of assessments
throughout the units. This is also resulted in furthering shared goals as mentioned
above. Note that three groups worked on units to be implemented at a later time in
sixth grade in the partner school district while two units were created for a different
context due to logistical considerations. By the end of the semester, five units had
been created, and were presented in front of the university community and also at
the school in front of teachers and administrators where more feedback and input
was received (Please see Table 2 for an overview of units). It is important to mention
that this was considered to facilitate plans for their future implementation in line
with the plan to continue collaborations beyond the creation of the units. In the next