Does Digital Deepen Discourse? A Case Study of How Middle School Teachers Use Eureka Math2 to Promote High-Quality Mathematics Classroom Discussions

The purpose of this research was to evaluate how teachers use Eureka Math2 (EM2) curriculum and technology tools to promote high-quality mathematics classroom discussions. Research has indicated these discussions improve students’ mathematical knowledge, reasoning, and conceptual understanding. However, orchestrating these discussions is challenging, requiring adaptive thinking, deep content knowledge, and an unfamiliar facilitation role; implementing technology presents an additional challenge. This study was guided by three research questions. First, how and to what extent do teachers use EM2 curriculum and technology tools to promote high-quality mathematics classroom discussions? Second, what are the perceptions of teachers about the use of EM2 curriculum and technology tools for promoting high-quality mathematics classroom discussions? Last, what barriers do teachers perceive when using EM2 curriculum and technology tools to promote high-quality mathematics classroom discussions? The case study design included four participants and qualitative and quantitative data analyzed using a convergent parallel mixed-methods design to develop eight themes that addressed the research questions. First, teachers perceived that EM2 supported engagement, thinking, learning, and discussions. Second, teachers perceived EM2 digital lessons and virtual manipulatives supported mathematical learning, formative assessment, and discussion. Third, teachers perceived they orchestrated high-quality discussions by creating a welcoming atmosphere, presenting a problem, and scaffolding and guiding the discussion. Fourth, teachers perceived they built students’ capacity to lead high-quality discussions by supporting students in acculturation, skill-building, and using appropriate language. Fifth, teachers’ incomplete perception of pedagogical practices underpinning the dashboard implied a more practical, less understanding of the practices. Sixth, teachers perceived that effectively implementing EM2 required mathematical understanding, discussion facilitation, and lesson adjustment. Seventh, teachers did not use all EM2 dashboard functions due to implementation challenges or lack of training. Last, teachers perceived that overcoming their low self-efficacy required support and repeated practice. Discussion, limitations, and implications of the findings are presented.