Daniel L Reinholz
Biographic Data
| ID | 5398783 |
|---|---|
| NAME | Daniel L Reinholz |
| GIVEN NAMES | Daniel L |
| FAMILY NAME | Reinholz |
| SIGNATURE | REINHOLZ D L |
| AFFILIATIONS | San Diego State University |
| ORCID | 0000-0003-1258-2805 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Equity-Focused Coaching: Negotiating Teachers’ Interpretations of Racialized and Gendered Participation Patterns
Equity-focused coaching—coaching that centers racism, patriarchy, and other oppressive systems—is a promising approach to supporting teachers in expanding learning opportunities for minoritized students. However, despite its known challenges, details of equity-focused coaching remain underexamined. This article presents an analysis of 27 equity-focused coaching sessions with ten secondary physics teachers, which incorporated classroom videos and …
Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom
Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who …
Disrupting gender marginalisation in undergraduate mathematics: A case of assigning competence
Race-gender D/Discourses in Mathematics Education: (Re)-Producing Inequitable Participation Patterns Across a Diverse, Instructionally-Advanced Urban District
This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx a…
Visualizing inequity: How STEM educators interpret data visualizations to make judgments about racial inequity
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom
The use of two‐dimensional images to teach students about three‐dimensional molecules continues to be a prevalent issue in many classrooms. As affordable visualization technologies continue to advance, there has been an increasing interest to utilize novel technology, such as augmented reality (AR), in the development of molecular visualization tools. Existing evaluations of these visual–spatial learning tools focus primarily on student performan…
Capturing who participates and how: The stability of classroom observations using Equip
Rightful Presence in Times of Crisis and Uprisings: A Call for Disobedience
Borders—territorial, economic, political, and ideological—are processes of social division. They monitor and exclude and are regulated, patrolled, and maintained by an array of power regimes, but borderlands are also sites of movement, agency, and resistance. Likewise, mathematics is used as a border that divides and politicizes. In this article, we seek to explore how the field can disrupt and transform borders in mathematics education. We draw …
Peer conferences in calculus: The impact of systematic training
This paper describes an intervention for improving the quality of peer assessment conferences in calculus. Although a body of work highlights the learning benefits of peer assessment, few papers have described the nature of student conversations during peer conferences/assessment in detail. This paper provides deeper insight into what those conversations actually look like, and shows the impact of systematic training on conferences. The study too…
The assessment cycle: A model for learning through peer assessment
This paper advances a model describing how peer assessment supports self-assessment. Although prior research demonstrates that peer assessment promotes self-assessment, the connection between these two activities is underspecified. This model, the assessment cycle, draws from theories of self-assessment to elaborate how learning takes place through peer assessment. The model is applied to three activity structures described in the literature to a…
Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom
Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who …
Race-gender D/Discourses in Mathematics Education: (Re)-Producing Inequitable Participation Patterns Across a Diverse, Instructionally-Advanced Urban District
This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx a…
The assessment cycle: A model for learning through peer assessment
This paper advances a model describing how peer assessment supports self-assessment. Although prior research demonstrates that peer assessment promotes self-assessment, the connection between these two activities is underspecified. This model, the assessment cycle, draws from theories of self-assessment to elaborate how learning takes place through peer assessment. The model is applied to three activity structures described in the literature to a…
Peer conferences in calculus: The impact of systematic training
This paper describes an intervention for improving the quality of peer assessment conferences in calculus. Although a body of work highlights the learning benefits of peer assessment, few papers have described the nature of student conversations during peer conferences/assessment in detail. This paper provides deeper insight into what those conversations actually look like, and shows the impact of systematic training on conferences. The study too…
Capturing who participates and how: The stability of classroom observations using Equip
Rightful Presence in Times of Crisis and Uprisings: A Call for Disobedience
Borders—territorial, economic, political, and ideological—are processes of social division. They monitor and exclude and are regulated, patrolled, and maintained by an array of power regimes, but borderlands are also sites of movement, agency, and resistance. Likewise, mathematics is used as a border that divides and politicizes. In this article, we seek to explore how the field can disrupt and transform borders in mathematics education. We draw …
Visualizing inequity: How STEM educators interpret data visualizations to make judgments about racial inequity
Equity analysis of an augmented reality‐mediated group activity in a college biochemistry classroom
The use of two‐dimensional images to teach students about three‐dimensional molecules continues to be a prevalent issue in many classrooms. As affordable visualization technologies continue to advance, there has been an increasing interest to utilize novel technology, such as augmented reality (AR), in the development of molecular visualization tools. Existing evaluations of these visual–spatial learning tools focus primarily on student performan…
Disrupting gender marginalisation in undergraduate mathematics: A case of assigning competence
Race-gender D/Discourses in Mathematics Education: (Re)-Producing Inequitable Participation Patterns Across a Diverse, Instructionally-Advanced Urban District
This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx a…
Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom
Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who …
Equity-Focused Coaching: Negotiating Teachers’ Interpretations of Racialized and Gendered Participation Patterns
Equity-focused coaching—coaching that centers racism, patriarchy, and other oppressive systems—is a promising approach to supporting teachers in expanding learning opportunities for minoritized students. However, despite its known challenges, details of equity-focused coaching remain underexamined. This article presents an analysis of 27 equity-focused coaching sessions with ten secondary physics teachers, which incorporated classroom videos and …
Psychology (8 works) · Mathematics education (7 works) · Computer Science (5 works) · Pedagogy (5 works) · Mathematics Education and Teaching Techniques (4 works) · Political science (4 works) · Sociology (4 works) · Epistemology (3 works) · Innovative Teaching and Learning Methods (3 works) · Context (archaeology) (2 works)