The Mathematics Teacher Educator Podcast accompanies the Mathematics Teacher Educator Journal and co-sponsored by the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics
In this episode, we explore a recent article, titled “Broadening Participation in Mathematics With Equity Analytics (EQUIP-Informed): A Teacher Professional Development Model for Centering Equity”, from Volume 14, Issue 3, of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This…
In this episode, we explore a recent article, titled “Critically Conscious Mathematics Leaders: Fostering Specialists’ Learning and Transformative Leadership”, from Volume 14, Issue 3 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This episode includes the article authors,…
In this episode, we explore a recent article, titled “Preservice Teachers’ Evolving Knowledge Around Technology for Teaching Mathematics”, from Volume 14, Issue 2 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This discussion is led by Joel Amidon and article authors, Kelly…
In this episode, we explore a recent article, titled “Adapting Messages and Materials for Multiple Communities: Using Teacher Recruitment Materials With Integrity”, from Volume 14, Issue 2 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This discussion is led by Joel Amidon…
In this episode, we explore a recent article, titled “Engaging in Equity-Oriented Mathematics Teaching Together: A Tool to Support Mentor and Teacher Candidate Learning”, from Volume 14, Issue 2 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This discussion includeds article…
This article details the development of design principles to support teachers in planning for a Community-Based Mathematical Modeling task with a focus on social justice in the elementary grades. By reflecting on the dilemmas we encountered in the design and enactment of the tasks, we developed five design principles that allowed us to address issues of social justice as well as attend to powerful…
The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In…
We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to…
This article focuses on using simulations of practice in teacher education. We studied preservice teachers’ engagement with a popular simulations platform, which creates mixed-reality simulations of five digital avatars controlled by a single live interactor. Because simulations are only an approximation of real practice, our overarching goal was to understand how mathematical stereotypes might…
Two broad categories of instructional practices, (a) explicitly attending to concepts and (b) fostering students’ opportunities to struggle, have been consistently linked to improving students’ mathematical learning and achievement. In this article, we describe an effort to build these practices into a framework that is useful for a diverse set of professional development (PD) offerings. We…
Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics methods courses: (a) teaching mathematics content and…
