Abstract

This study examines teacher collaborative learning within Matemáticas Equitativas (MATEQ), a school-based professional learning model designed to support equitable mathematics instruction through collaborative inquiry and peer observation. Drawing on Anthony Giddens' structure-agency theory, this research adopts an interpretive qualitative case study with discourse-oriented analysis to examine teachers' pedagogical reasoning by looking at manifestations of discursive consciousness--defined as the capacity to articulate and rationalize one's actions in discourse--during collaborative meetings. Findings show that both the interactional structures and collaborative resources embedded in MATEQ--in particular peer facilitated uses of observation rubrics--mediated teachers' discursive consciousness, strengthening the pedagogical reasoning shared within collaborative inquiry. These findings suggest that collaborative structures in MATEQ can support instructional change while preserving teacher agency by creating strong opportunities for teachers to articulate, examine, and collectively reconstruct the reasoning underlying their pedagogical decisions.

Degree

MA

College and Department

David O. McKay School of Education; Teacher Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2026-07-29

Document Type

Thesis

Keywords

teacher collaboration, teacher development, discursive consciousness, structure agency theory, pedagogically productive talk, pedagogical reasoning

Language

english

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