Mathematics Teacher Educator Podcast

About the show

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


  • 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 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 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.