Mathematics Teacher Educator Podcast

Episode 46: Developing Equity Literacy and Critical Statistical Literacy in Secondary Mathematics Preservice Teachers

May 22nd, 2023  |  Season 13  |  27 mins 35 secs

preservice teacher education; equity; statistics

There is a lack of teacher education materials that develop equity literacy in content courses for preservice secondary mathematics teachers. In response, we created teacher education curriculum materials for introductory statistics that include an integrated focus on developing equity literacy and critical statistical literacy. In this article, we provide an overview of our materials’ design along with a detailed look at one activity regarding racial demographics and tracking in high school STEM courses. We present evidence regarding the positive impact of these materials on the teacher candidates’ competency, value, and likelihood of applying their equity literacy and critical statistical literacy. Implications for mathematics teacher educators working to develop equity literacy together with content knowledge are discussed.

https://modules2dotcom.wordpress.com

Episode 50: Engaging Teachers in the Combination of Statistical Investigation and Social Justice: Fairness in School Funding

May 15th, 2023  |  Season 13  |  22 mins 37 secs

This Perspectives on Practice manuscript focuses on an innovation associated with “Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task” from Volume 7, Issue 2 of MTE. We built on Aguirre et al.’s (2019) integration of mathematical modeling and social justice issues in mathematics teacher education to similarly integrate statistical investigations with social justice issues

Episode 45: From Argumentation to Truth-Telling: Critical Race Theory in Mathematics Teacher Education

October 19th, 2022  |  Season 11  |  37 mins 30 secs

critical race theory; mathematics education; teacher education

Critical Race Theory (CRT) has entered into public discourse at an accelerated rate. Instead of using CRT as a basis to produce a more racially conscious populace, the latest hysteria, unfortunately, has centered on ban- ning CRT. Governmental actions have been instituted
to establish executive orders to forbid CRT training. Administrators and educators have been written up, sus- pended, and even terminated for teaching about race. The current landscape around CRT is about censoring race-related discussions and obstructing any advance- ments in service to racial equity and justice. In the edu- cational arena, more than 20 states have banned CRT from being taught in our nation’s public school class- rooms. A new report from the Institute for Democracy, Education, and Access found that 35% of all students in U.S. K–12 schools have been affected somehow by local anti-CRT efforts (Pollock & Rogers, 2022). CRT proper
is not taught in K–12 schools, so these efforts clearly demonstrate that those who are championing them are ill-informed about where CRT is taught in the first place.

Episode 44: Continuous Improvement Lesson Study: A Model of MTE Professional Development

October 19th, 2022  |  Season 10  |  27 mins 40 secs

A group of mathematics teacher educators (MTEs) began a lesson study to develop a research-based lesson to engage elementary preservice teachers with professional teacher noticing within the context of multidigit multiplication. Afterward, MTEs continued teaching and revising the lesson, developing an integrated process that combined lesson study with the continuous improvement model. This article introduces the continuous improvement lesson study process, shares an example of how the process was used, and discusses how the process serves as a collaborative professional development model for MTEs across institutions.

Episode 43: Developing Preservice Teachers’ Understanding of Area Through a Units Intervention

October 19th, 2022  |  Season 10  |  37 mins 25 secs

teachers; area model; visual representations

Preservice elementary teachers (PSTs) often enter their teacher preparation programs with procedural and underdeveloped understandings of area measurement and its applications. This is problematic given that area and the area model are used throughout K–Grade 12 to develop flexibility in students’ mathematical understanding and to provide them with a visual interpretation of numerical ideas. This study describes an intervention aimed at bolstering PSTs’ understanding of area and area units with respect to measurement and number and operations. Following the intervention, results indicate that PSTs had both an improved ability to solve area tiling tasks as well as increased flexibility in the strategies they implemented. The results indicate that PSTs, similar to elementary students, develop a conceptual understanding of area from the use of tangible tools and are able to leverage visualizations to make sense of multiplicative structure across different strategies.

Episode 42: Language Demands Tool: Attuning Prospective Teachers’ Vision to the Role of Language in Mathematics Education

October 3rd, 2022  |  Season 11  |  19 mins 5 secs

grades or audience; higher education; higher education faculty/researchers/mathematicians; equity; english language learners; access; communication; qualitative research; professional development/teacher training; math methods course

Mathematics standards and practices highlight the vital role that language plays in mathematics education. However, there remains a common misconception
that mathematics is somehow language- free or less linguistically demanding than other content areas. This qualitative study describes an intervention implemented in six elementary mathematics methods courses. The intervention was designed to attune prospective teachers’ noticing to the language modalities and supports in mathematics teaching and learning. The intervention began with an observation tool that prospective teachers completed in their field placement classrooms. This article classifies prospective teachers’ noticings and explicates how these noticing became a pedagogical catalyst for further learning and discussion in subsequent mathematics methods classes.

Episode 41: Centering Professional Development Around the Instructional Quality Assessment Rubrics

October 3rd, 2022  |  Season 11  |  31 mins 48 secs

instructional quality; teacher reflection; teacher’s perspectives; professional development; mathematics education; classroom observation; instructional tasks

In this article we detail a research study using the Instructional Quality Assessment (IQA) Rubrics (Boston, 2012) as the frame for a professional development with mathematics teachers in grades 3-8. We wanted to create a professional development around a tool that was typically used in research as a way to observe teachers,
as a tool to use with teachers on their reflection of instruction. In this study we share both the researchers’ and teachers’ perspectives of affordances and constraints of the professional development and observational rubrics.

Episode 40: Conversation with MTE editors: Vision, Submission Advice, Etc.

March 11th, 2022  |  Season 9  |  33 mins 20 secs

In this conversation Michael Steele and Kate Johnson share their vision as the new editor team for MTE. They share their vision and give advice for submissions.

Episode 39: Developing Skills for Exploring Children’s Thinking From Extensive One-on-One Work With Students

February 8th, 2022  |  Season 9  |  34 mins 7 secs

preservice teacher education; field experiences; exploring student thinking; practice-based teaching skill

In this article, we share results from a field experience model in which junior-year methods classes were held in an elementary school and preservice teachers (PSTs) worked with a single student (a “Math Buddy”) on mathematics for 30 minutes per day. We focus on the development of PSTs’ skills for exploring children’s thinking and the structures and tools that we used to support this development. Data sources include screencast recordings of interactions with Math Buddies and written reflections completed by PSTs. Although the responsiveness of interactions varied across individuals and interactions, in general, PSTs showed improvements in exploring children’s thinking. We share implications of these findings for similar field experience models and for practice-based approaches to teacher education generally.

Episode 37: Supporting Preservice Teachers’ Growth in Eliciting and Using Evidence of Student Thinking: Show-Me Narrative

February 8th, 2022  |  Season 9  |  35 mins 34 secs

Episode 36: Supporting Prospective Teachers in Problem Solving: Incorporating Mindset Messaging to Overcome Math Anxiety

February 8th, 2022  |  Season 9  |  29 mins 39 secs

mathematical mindset; math anxiety; elementary prospective teachers; growth mindset; problem solving

Prospective and practicing elementary teachers have historically demonstrated anxiety about mathematics, which can affect their mathematics teaching and their students’ math anxiety. Yet, developing productive dispositions prior to teacher preparation programs is rarely addressed in the research. We propose mindset messaging in mathematics courses as an intervention to influence prospective teachers’ (PSTs’) self-reported mathematical mindsets and math anxiety.

Survey results indicated shifts toward growth mindsets and decreases in math anxiety. Further analysis of PSTs’ written responses suggests that mindset messaging may support
PSTs in overcoming math anxiety, and that perseverance during problem solving is critical for PSTs’ mathematical improvement. Additionally, some PSTs connected course experiences to future mathematics teaching practices. Results propose MTEs might consider explicitly offering mindset messaging in mathematics courses.

Episode 38: Support and Enrichment Experiences in Mathematics (SEE Math): Using Case Studies to Improve Mathematics Teacher Education

February 8th, 2022  |  Season 9  |  31 mins 17 secs

mathematics teacher education; field experiences; community engagement

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent– teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus
on the nuances of children’s strengths rather than traditional measures of achievement
and skill.

Episode 34: Mathematics Teachers’ Understanding of Privilege and Oppression

December 15th, 2021  |  Season 8  |  31 mins 9 secs

The Access, Allies, and Agency in Mathematical Systems project team designed
a professional development for mathematics teachers positioning equity at the systemic level and activities aimed at supporting mathematics teachers in considering the influence of privilege and oppression on mathematics teaching and learning (Scroggins, 2017). Here, we examine the levels of oppression activity, aimed at supporting mathematics teachers in understanding that oppression operates at multiple levels (i.e., as a system) and that these levels exist and operate in/on mathematics education. Such understanding can support mathematics teachers in disrupting inequities, and how mathematics teachers engage in this activity can support mathematics teacher educators in preparing teachers to do such work. Specifically, we explore the question: How does this activity support mathematics teachers’ understanding of levels of oppression?

Episode 35: If the World Were a Village: Learning Mathematics While Learning About the World

December 15th, 2021  |  Season 8  |  39 mins 39 secs

Long-standing and ongoing calls exist for making mathematics meaningful, relevant,
and applicable outside the classroom. Major mathematics education organizations (National Council of Teachers of Mathematics [NCTM], National Council of Supervisors of Mathematics [NCSM], Association of Mathematics Teacher
Educators [AMTE], TODOS: Mathematics for ALL) have called for mathematics to be seen as a tool for understanding and critiquing the world. To prepare students and teachers to do this, we must go beyond “everyday” contexts and include analysis of social justice issues into our courses. We share an activity designed to
address these calls while also addressing the mathematics goals of the course. We share data showing that prospective teachers learned mathematics while also learning about their world and reframing their view of mathematics as a tool to make sense of the world.

Episode 32: Developing an Asset-Based View of Students’ Mathematical Competencies Through Learning Trajectory-Based Lesson Study

December 15th, 2021  |  Season 8  |  33 mins 37 secs

equity and diversity; learning trajectories (or progressions); teacher education—in-service/professional development; geometry and geometrical and spatial thinking

This article details the design and implementation of a professional development model called Learning Trajectory-Based Lesson Study focused on issues of equity, identity, and agency. We developed the Vertical Articulation to Unpack the Learning Trajectory (VAULT) tool to orient teachers’ instructional planning toward an asset-based view of students’ mathematics competencies. We examined teachers’ use of the VAULT to plan, implement, and debrief on student strategies for one spatial reasoning task in elementary, middle, and high school classrooms. The VAULT facilitated intentional planning for a progression of anticipated strategies and equitable access to instruction. Teachers demonstrated an asset-based view of all student thinking independent of grade-level expectations.

Episode 33: Exploring Power and Oppression: An Examination of Mathematics Teacher Educators’ Professional Growth

December 15th, 2021  |  Season 8  |  41 mins 18 secs

The preparation of mathematics teacher educators (MTEs) varies widely, with little
guidance regarding the essential skills and knowledge necessary to tackle the field’s
looming challenges. Equitable access to, and engagement with, mathematics has
surfaced as an elusive goal of mathematics education organizations. MTEs, therefore, ought to identify and engage with resources that help them comprehend and confront systemic oppression and inequities. We present the process and reflections from an examination of MTEs’ professional growth through engagement in a collaborative interrogation of critical texts outside of mathematics education. Participation in this series of structured readings and dialogue led MTEs to develop a deeper understanding of the historical movements and events that created today’s local and global status quos. Furthermore, MTEs could more readily make connections between macrocontexts of colonialism, violence, and oppression, and the micromanifestations of power and marginalization within mathematics education. Implications for future development of MTEs are discussed.