Stephanie Casey

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

May 22nd, 2023  |  Season 12  |  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 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.