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Preparing Elementary Preservice Teachers for Antiracist Mathematics Teaching 为小学职前教师的反种族主义数学教学做准备
Mathematics teacher educator Pub Date : 2024-06-01 DOI: 10.5951/mte.2022-0011
Karisma Morton
{"title":"Preparing Elementary Preservice Teachers for Antiracist Mathematics Teaching","authors":"Karisma Morton","doi":"10.5951/mte.2022-0011","DOIUrl":"https://doi.org/10.5951/mte.2022-0011","url":null,"abstract":"I describe a unit on antiracist mathematics teaching I developed and implemented in an elementary mathematics methods course. It may serve as an example to other mathematics teacher educators on how to incorporate antiracist mathematics teaching in their courses. I report on the unit's components, its impact on the preservice teachers in my course, my reflections about the unit (including possible modifications), and implications for other mathematics teacher educators.","PeriodicalId":474427,"journal":{"name":"Mathematics teacher educator","volume":"1985 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141401079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Belonging Matters: Amplifying Teachers’ Voices in Schools 归属感很重要：放大教师在学校中的声音
Mathematics teacher educator Pub Date : 2024-06-01 DOI: 10.5951/mte.2023-0061
Lateefah Id-Deen, Nicolette I. Nalu
{"title":"Belonging Matters: Amplifying Teachers’ Voices in Schools","authors":"Lateefah Id-Deen, Nicolette I. Nalu","doi":"10.5951/mte.2023-0061","DOIUrl":"https://doi.org/10.5951/mte.2023-0061","url":null,"abstract":"This research commentary illuminates teachers’ insights that help examine the nuanced relationship between spaces and situations that describe the impact of fostering belongingness and elevating their voices. Data includes results from a qualitative survey, which was a convenience sample across the southern region of the United States. The findings highlight the need for creating environments that cultivate a sense of belonging and empower teachers. By elevating the voices of teachers, our intention was to underscore the significance of acknowledging what they express and the emotions they navigate daily inside and outside of their classrooms. We conclude with some call-to-action strategies for mathematics teacher educators as they work alongside teachers and other stakeholders to elevate the educational experience for teachers and students alike.","PeriodicalId":474427,"journal":{"name":"Mathematics teacher educator","volume":"527 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141401769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Centering First-Year Teachers’ Instructional Visions and Professional Voices in a Community of Practice 将一年级教师的教学愿景和专业声音置于实践社区的中心位置
Mathematics teacher educator Pub Date : 2024-06-01 DOI: 10.5951/mte.2023-0057
Dawn M. Woods, Kathryn M. Rupe
{"title":"Centering First-Year Teachers’ Instructional Visions and Professional Voices in a Community of Practice","authors":"Dawn M. Woods, Kathryn M. Rupe","doi":"10.5951/mte.2023-0057","DOIUrl":"https://doi.org/10.5951/mte.2023-0057","url":null,"abstract":"First-year teachers often experience tensions between their visions of high-quality and equitable mathematics instruction and the realities of school culture and politics. Subsequently, first-year teachers need a professional learning space where they can be supported in enacting their instructional visions while developing their professional voices. In this paper, we share the voices of four first-year teachers and how a community of practice supported them to navigate the individual challenges of their classroom practices. Findings from this study yielded two major themes: 1) the community of practice supported them to reflect, envision, and articulate alternative realities; and 2) instructional visions were filters that empowered them to strengthen their professional voices while developing as equitable mathematics teachers.","PeriodicalId":474427,"journal":{"name":"Mathematics teacher educator","volume":"51 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141412215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Moving the Conversation Forward: Research Commentaries in Mathematics Teacher Educator 推动对话：数学教师教育者》中的研究评论
Mathematics teacher educator Pub Date : 2024-06-01 DOI: 10.5951/mte.2024-0012
Michael D. Steele, Kate R. Johnson
{"title":"Moving the Conversation Forward: Research Commentaries in Mathematics Teacher Educator","authors":"Michael D. Steele, Kate R. Johnson","doi":"10.5951/mte.2024-0012","DOIUrl":"https://doi.org/10.5951/mte.2024-0012","url":null,"abstract":"","PeriodicalId":474427,"journal":{"name":"Mathematics teacher educator","volume":"16 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141392154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Elementary Teachers Designing Culturally Grounded Cases for Preservice Teachers: A Process for Reciprocal Learning 小学教师为职前教师设计有文化基础的案例：相互学习的过程
Mathematics teacher educator Pub Date : 2024-06-01 DOI: 10.5951/mte.2023-0058
Tracy E. Dobie, Lynne Zummo, Amelia P. Biddle, Lauren Barth-Cohen, Connor Warner, Daniela Galvez Sghiatti, Micah Daniels
{"title":"Elementary Teachers Designing Culturally Grounded Cases for Preservice Teachers: A Process for Reciprocal Learning","authors":"Tracy E. Dobie, Lynne Zummo, Amelia P. Biddle, Lauren Barth-Cohen, Connor Warner, Daniela Galvez Sghiatti, Micah Daniels","doi":"10.5951/mte.2023-0058","DOIUrl":"https://doi.org/10.5951/mte.2023-0058","url":null,"abstract":"Connecting university methods courses and teacher daily practice is a persistent challenge in teacher education. Another challenge is preparing teachers to enact equitable instruction that meets the needs of an increasingly diverse student population. We take on these challenges by supporting practicing elementary teachers to design case-based teaching scenarios for preservice teachers that engage them with enacting culturally grounded mathematics and science instruction. We draw on data from workshops with teachers to illustrate how the design process elevates teachers’ voices while also supporting their own learning. Workshop features that proved powerful for teachers included collaborating with colleagues, offering and receiving peer feedback, and working with a table describing key features of culturally grounded pedagogy in mathematics and science.","PeriodicalId":474427,"journal":{"name":"Mathematics teacher educator","volume":"58 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141404244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Creating the Elevating Teacher Voice Special Issue 创建 "提升教师声音 "特刊
Mathematics teacher educator Pub Date : 2024-02-01 DOI: 10.5951/mte.2023-0055
Kate R. Johnson, Michael D. Steele
{"title":"Creating the Elevating Teacher Voice Special Issue","authors":"Kate R. Johnson, Michael D. Steele","doi":"10.5951/mte.2023-0055","DOIUrl":"https://doi.org/10.5951/mte.2023-0055","url":null,"abstract":"","PeriodicalId":474427,"journal":{"name":"Mathematics teacher educator","volume":"338 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140468580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Centering Mathematics Pre-Service Teachers’ Whole Selves: A Collaborative Approach to Course Syllabus Design 以数学职前教师的完整自我为中心：课程大纲设计的合作方法
Mathematics teacher educator Pub Date : 2024-02-01 DOI: 10.5951/mte.2023-0031
José Martínez Hinestroza, Maceigh D. Strange, Ciara D. Townsell
{"title":"Centering Mathematics Pre-Service Teachers’ Whole Selves: A Collaborative Approach to Course Syllabus Design","authors":"José Martínez Hinestroza, Maceigh D. Strange, Ciara D. Townsell","doi":"10.5951/mte.2023-0031","DOIUrl":"https://doi.org/10.5951/mte.2023-0031","url":null,"abstract":"In this participatory research, two pre-service teachers (PSTs) and a mathematics teacher educator (MTE) collaboratively analyzed multiple voices that influence syllabi from elementary mathematics teaching methods courses. Findings suggest syllabi fall along a continuum from harmonious to dissonant orchestration of the voices of past and present children, PSTs, MTEs, universities, and state policies. Formatting, stance makers, and content and wording influenced the kind of multivocality that addressivity, ventriloquation, and hybridization constituted. These findings informed our use of collage method to create a sample syllabus that centers the voices of PSTs and their future students. We discuss implications that intentional syllabus design decisions may have in humanizing these documents and fostering a relationship of mutuality and support between PSTs and MTEs.","PeriodicalId":474427,"journal":{"name":"Mathematics teacher educator","volume":"1179 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140467036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Frames of Learning: Privileging Teacher Perspectives for Decolonizing Lesson Study for Mathematics Teaching 学习框架：重视教师视角，实现数学教学课例研究的非殖民化
Mathematics teacher educator Pub Date : 2024-02-01 DOI: 10.5951/mte.2023-0034
Karie Brown
{"title":"Frames of Learning: Privileging Teacher Perspectives for Decolonizing Lesson Study for Mathematics Teaching","authors":"Karie Brown","doi":"10.5951/mte.2023-0034","DOIUrl":"https://doi.org/10.5951/mte.2023-0034","url":null,"abstract":"Lesson study’s international popularity spread as a unique, agency-oriented model of teacher professional development that is context-rich and deeply rooted in teacher subjectivities. This project aimed to answer the question, what do mathematics teacher education researchers learn about teacher learning by focusing on uncertainties as they arise when the group is trying to construct new knowledge in lesson study? Using ethnographic case study, this article explores the ways one community of practice in a Chilean school negotiated evolving objectives over the course of one school year and how I as the lesson study facilitator took up roles to support collaborative meaning-making and decolonize lesson study as a professional development tool through the use of framing.","PeriodicalId":474427,"journal":{"name":"Mathematics teacher educator","volume":"893 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140469635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beyond the Rhetoric of Re-Imagining: Using Design Thinking to Create With and for Teachers 超越 "重新构想 "的修辞：运用设计思维，与教师共同创造，为教师服务
Mathematics teacher educator Pub Date : 2024-02-01 DOI: 10.5951/mte.2023-0033
K. Imm, Rachel Lambert, Erica Moy, Nicola Vitale, Sandhya Raman
{"title":"Beyond the Rhetoric of Re-Imagining: Using Design Thinking to Create With and for Teachers","authors":"K. Imm, Rachel Lambert, Erica Moy, Nicola Vitale, Sandhya Raman","doi":"10.5951/mte.2023-0033","DOIUrl":"https://doi.org/10.5951/mte.2023-0033","url":null,"abstract":"In this collaborative, multi-voice paper we tell the story of our design collaboration. By describing the process of one design team of teacher educators, we offer a template of what it means to center teachers' lives and experiences as we design professional development with and for them.","PeriodicalId":474427,"journal":{"name":"Mathematics teacher educator","volume":"249 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140469752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Six Steps to Surviving a Teaching Emergency 应对教学突发事件的六个步骤
Mathematics teacher educator Pub Date : 2024-02-01 DOI: 10.5951/mte.2023-0032
Rachel Harrington, Jill James, Kyeli Quinn
{"title":"Six Steps to Surviving a Teaching Emergency","authors":"Rachel Harrington, Jill James, Kyeli Quinn","doi":"10.5951/mte.2023-0032","DOIUrl":"https://doi.org/10.5951/mte.2023-0032","url":null,"abstract":"We describe how a modified version of an emergency survival strategy led our team in addressing problems of practice identified in two second grade classrooms. We attended to the urgent needs of students by enacting the curriculum with integrity, doing what was most important and effective, while accommodating their classroom context (LeMahieu, 2021). We describe the steps we took, the influences on our thinking, and the resulting impact. In hopes of elevating the participating teachers’ voices, we have integrated the explicit reflections of the teachers as they responded to prompts from the mathematics teacher educator. We offer our own Six Steps to Surviving a Teaching Emergency as a way to structure collaborative professional development between mathematics teacher educators and classroom teachers.","PeriodicalId":474427,"journal":{"name":"Mathematics teacher educator","volume":"86 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139966544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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