web02.fireside.fm Thu, 30 Apr 2026 03:43:41 -0500 Fireside (https://fireside.fm) Mathematics Teacher Educator Podcast - Episodes Tagged with “Preservice Teacher Education; Mathematics Teacher Education; Self Study” https://mtepodcast.amte.net/tags/preservice%20teacher%20education;%20mathematics%20teacher%20education;%20self-study Thu, 01 Jun 2023 20:15:00 -0700 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 en-us episodic Joel Amidon 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 no Mathematics Teacher Educator, Mathematics Education, Teacher Education, Mathematics, Education, Teaching, Teacher Education, Math Joel Amidon joel@amidonplanet.com Episode 48: Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses https://mtepodcast.amte.net/48 f4c4e5c6-a8b7-4d5c-b2d3-b15290270a4a Thu, 01 Jun 2023 20:15:00 -0700 Joel Amidon full 12 Joel Amidon 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 pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) addressing multiple goals for each course component; (b) developing PSTs’ dispositions over time; and (c) building on PSTs’ strengths to develop understanding of mathematics. We present a reflection tool to assist mathematics teacher educators in designing their courses to maximize their instructional time. 33:56 no 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 pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) addressing multiple goals for each course component; (b) developing PSTs’ dispositions over time; and (c) building on PSTs’ strengths to develop understanding of mathematics. We present a reflection tool to assist mathematics teacher educators in designing their courses to maximize their instructional time. Special Guests: Brette Garner, Claudia Bertolone-Smith, Evthokia Stephanie Saclarides, Gladys Krause, and Jen Munson. Preservice teacher education; Mathematics teacher education; Self-study 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 pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) addressing multiple goals for each course component; (b) developing PSTs’ dispositions over time; and (c) building on PSTs’ strengths to develop understanding of mathematics. We present a reflection tool to assist mathematics teacher educators in designing their courses to maximize their instructional time.

Special Guests: Brette Garner, Claudia Bertolone-Smith, Evthokia Stephanie Saclarides, Gladys Krause, and Jen Munson.

]]> 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 pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) addressing multiple goals for each course component; (b) developing PSTs’ dispositions over time; and (c) building on PSTs’ strengths to develop understanding of mathematics. We present a reflection tool to assist mathematics teacher educators in designing their courses to maximize their instructional time.

Special Guests: Brette Garner, Claudia Bertolone-Smith, Evthokia Stephanie Saclarides, Gladys Krause, and Jen Munson.

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