I am a high school math teacher at MetWest High School in Oakland Unified School District. I completed the MACSME program at UC Berkeley in 2018, where I was a member of EDRL. My master’s thesis explored the role of semiotic breakdown in collaborative problem-solving with an in-depth case study of the 4-Views Problem, which tasks students to create a 3-dimensional construction from 2-dimensional views.
As a teacher, I design learning experiences for students to collaboratively negotiate seemingly divergent mathematical perspectives with the goal of students seeing mathematics as an ambiguous, creative, and open-ended exploration of our world that can incorporate “both/and” perspectives. I am also interested in how my personal experiences with improvisational comedy and music connect to teaching and learning, particularly with the co-construction of learning environments and discourse structures.
Email: elizabeth_dutton at berkeley dot edu
Abrahamson, D., Dutton, E., & Bakker, A. (in press). Towards an enactivist mathematics pedagogy. In S. A. Stolz (Ed.), The body, embodiment, and education: An interdisciplinary approach. Routledge.
Dutton, E. (2018). Mathematics learning as perceptual reconstruction: The role of semiotic breakdown in collaborative problem solving. Unpublished Masters thesis. University of California Berkeley.