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 21: Undergraduate Research in Mathematics Education: Using Qualitative Data About Children’s Learning to Make Decisions About Teaching

    September 18th, 2020  |  Season 5  |  30 mins 45 secs
    undergraduate research; design-based research; clinical interviews; formative assessment; classroom data analysis

    Undergraduate Research in Mathematics
    Education: Using Qualitative Data About
    Children’s Learning to Make Decisions
    About Teaching

  • Episode 20: Learning to Launch Complex Tasks: How Instructional Visions Influence the Exploration of the Practice

    September 11th, 2020  |  Season 5  |  25 mins 53 secs
    instructional vision; practice-based teacher education; teacher learning cycle; launch; complex tasks

    This study investigates how the exploration
    phase of the teacher learning cycle provides
    11 novice mathematics teachers with the
    opportunity to learn about the high-leverage
    practice of launching a complex task.
    Findings suggest that the exploration phase
    of the teacher learning cycle provides novice
    teachers with opportunities to reflect on how
    to launch a complex task within the context
    of their own instructional practice. Because
    of this opportunity to deeply consider the
    pedagogical resource and reflect on it,
    novice teachers’ instructional visions were
    a filter through which they interpreted
    key instructional strategies offered up
    during the exploration phase of the teacher
    learning cycle. Further, the authors discuss
    three key takeaways for teacher educators
    who are attempting to implement the
    teacher learning cycle into their teacher
    education coursework

  • Episode 19: Do You See What I See? Formative Assessment of Preservice Teachers’ Noticing of Students’ Mathematical Thinking

    September 4th, 2020  |  Season 5  |  37 mins 27 secs
    formative assessment; professional noticing; approximations of practice

    Developing expertise in professional noticing
    of students’ mathematical thinking takes time
    and meaningful learning experiences. We used
    the LessonSketch platform to create a learning
    experience for secondary preservice teachers
    (PSTs) involving an approximation of teaching
    practice to formatively assess PSTs’ noticing
    skills of students’ mathematical thinking.
    Our study showed that approximations of
    teaching practice embedded within platforms
    like LessonSketch can enable mathematics
    teacher educators (MTEs) to carry out effective
    formative assessment of PSTs’ professional
    noticing of students’ mathematical thinking
    that is meaningful for both PSTs and MTEs. The
    experience itself as well as its design features
    and framework used with the assessment
    can be applied in the work of MTEs who
    develop teachers’ professional noticing skills of
    students’ mathematical thinking.

  • Episode 18: Design Principles for Examining Student Practices in a Technology-Mediated Environment

    August 28th, 2020  |  Season 5  |  36 mins 53 secs
    technology; function; preservice secondary mathematics teachers

    In this article, we present a set of design
    principles to guide the development of
    instructional materials aimed to support
    preservice secondary mathematics teachers
    (PSMTs) examining student practices in
    technology-mediated environments. To
    develop design principles, we drew on
    the literature related to technological
    pedagogical content knowledge (TPACK;
    Niess, 2005), video cases as learning objects
    (Sherin & van Es, 2005), and professional
    noticing (Jacobs, et al., 2010). After presenting
    the design principles, we share a task created
    using these design principles. Finally, we
    share PSMTs’ reflections about changes in
    their own understanding after examining
    students’ practices. Their responses
    provide insights into the usefulness of the
    design principles for deepening PSMTs’
    mathematical knowledge and knowledge
    of students’ understanding, thinking, and
    learning with technology.

  • Episode 17: Editorial: Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going

    June 29th, 2020  |  Season 5  |  34 mins 57 secs

    In this editorial, an analysis of articles published in the
    Mathematics Teacher Educator journal (MTE) from 2012
    to 2020, which describes the knowledge base for mathematics
    teacher educators addressed by MTE authors, is
    presented. This analysis builds on similar work conducted
    four years ago (Bieda, 2016). These more recent findings
    demonstrate that articles focusing on teacher knowledge;
    mathematical content; student thinking and reasoning;
    and models of teacher preparation or in-service professional
    development (PD) have been the most frequently
    published in MTE. In contrast, a limited number of articles
    have focused on discourse; diversity, equity, and language;
    technology; and methods of research. This examination
    allows us to assess as a community where we were,
    where we are, and where we might go in the future.