In her 2022 article, “Monitoring and Assessing Student Thinking in Google Math Classroom Environments,” Dr. Stephanie A. Sadownik explores how Google Classroom can be leveraged by teachers of students aged 10–12 to enhance mathematical processes, increase engagement, and catch student misconceptions early.
The article focuses on the intersection of technology, mathematical proficiency, and parental engagement, highlighting several key themes:
1. Facilitating Mathematical Processes
Google Classroom is used as a tool to promote core mathematical processes, including communication, representation, reasoning, and justification.
- Discourse and Collaboration: Sharing thinking with others is presented as a fundamental requirement for developing mathematical discourse.
- Asynchronous Advantages: The asynchronous nature of the platform provides a “time delay” that benefits both teachers and students. This extra time allows for deeper comprehension and a sense of safety for those who may be uncomfortable answering questions in real-time.
- Representational Competency: Tools like Google Slide activities or digital templates allow students to visualize and share their mathematical ideas more effectively than traditional methods might.
2. Monitoring and Assessment
The platform offers unique ways for teachers to track and evaluate student thinking:
- Early Misconception Detection: Teachers can monitor student participation and shared work to identify and correct errors before they become ingrained.
- Instructional Pacing: By observing how students interact with online material, teachers can adjust the pace of their lessons and group students according to their Zones of Proximal Development.
- Individual Accountability: While group work can be difficult to assess, the article suggests using self-assessment models and checklists to hold individual students accountable for their contributions in collaborative settings.
3. Parental Shared Awareness
Google Classroom acts as a portal that increases parental awareness of what is happening in the math classroom, though this has mixed results:
- Transparency: Parents can access homework folders, view alignment with curriculum topics, and watch teaching videos used in class.
- Anxiety vs. Autonomy: While online resources can provide parents with a sense of control and autonomy, the “shared awareness” can also heighten anxiety if parents are uncomfortable with newer, guided discovery teaching methods compared to traditional textbook work.
4. Privacy, Equity, and Institutional Policy
The study addresses significant concerns regarding data security and student privacy:
- Vulnerable Populations: The article highlights a need for equitable measures for marginalized students who may lack technology support at home or who are navigating mood dysregulation and other lived experiences.
- Surveillance Concerns: Many parents express skepticism about student tracking and data collection, leading some to request anonymity for their children.
- Policy Gaps: The research reveals that while school districts use many apps, they often struggle to ensure appropriate Privacy Impact Assessments (PIA) are in place for all of them.
Summary of Key Findings
- Teacher Competency: A teacher’s background and comfort level with both math and technology directly influence how often they use Google Classroom to develop mathematical processes.
- Purposeful Design: Technology is most beneficial when its use is purposely designed and limited rather than used as a total dependency for learning.
- Engagement: Posting work publicly—though requiring teacher guidance—is a powerful motivator for students because it gives them a public “voice” and attention from peers.