INTENTIONALITY IN USING LEARNING TRAJECTORIES TO "REFRAME" TEACHER NOTICINGS TOWARDS ANTI-DEFICIT AND ASSET-BASED INSTRUCTION.

Learning Trajectories have the potential to be used as a tool to advance equity by explicitly connecting to anti-deficit framing and asset-based instruction. This plenary paper highlights research on three use cases for learning trajectories (LT) with an intentionality around promoting equity: 1) the use of LT based Lesson Study with vertical teams of teachers to position students as capable and teachers as knowledgeable, 2) the use of LT coupled with anti-deficit framing in curriculum design research to provide students with access to rigorous educational resources and asset based instruction, 3) the use of LT with formative assessment to develop preservice teachers' equitable teaching practices to advance students understanding. The presenter invites the PMENA community to consider how learning trajectories can be coupled with powerful equity-focused research and frameworks to disrupt the status quo, broaden the notion of learning mathematics, eliminate labeling, and dismantle inequitable structures and hierarchy in the mathematics classroom. [ABSTRACT FROM AUTHOR]