57 episodes

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

Mathematics Teacher Educator Podcast Eva Thanheiser

    • Education
    • 4.2 • 9 Ratings

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 57: Dilemmas and Design Principles in Planning for Justice-Oriented Community-Based Mathematical Modeling Lessons

    Episode 57: Dilemmas and Design Principles in Planning for Justice-Oriented Community-Based Mathematical Modeling Lessons

    This article details the development of design principles to support teachers in planning for a Community-Based Mathematical Modeling task with a focus on social justice in the elementary grades. By reflecting on the dilemmas we encountered in the design and enactment of the tasks, we developed five design principles that allowed us to address issues of social justice as well as attend to powerful mathematical ideas to bring awareness and take action around a local problem. Through our article, we hope to share with mathematics teacher educators
    design principles to help plan for tasks with pre- and in-service teachers that prioritize connecting mathematics to social issues and empower both teachers and students to take action to make a positive impact in the community.
    Special Guests: Holly Nicole Tate and Jennifer Suh.

    • 34 min
    Episode 56: Are We Preparing Agents of Change or Instruments of Inequity? Teaching Toward Antiracist Mathematics Teacher Education

    Episode 56: Are We Preparing Agents of Change or Instruments of Inequity? Teaching Toward Antiracist Mathematics Teacher Education

    The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.
    Special Guests: Anne Marie Marshall, Joel Amidon, and Rebecca E. Smith.

    • 34 min
    Episode 54: “Rahul is a Math Nerd” and “Mia Can Be a Drama Queen”: How Mixed-Reality Simulations Can Perpetuate Racist and Sexist Stereotypes

    Episode 54: “Rahul is a Math Nerd” and “Mia Can Be a Drama Queen”: How Mixed-Reality Simulations Can Perpetuate Racist and Sexist Stereotypes

    This article focuses on using simulations of practice in teacher education. We studied preservice teachers’ engagement with a popular simulations platform, which creates mixed-reality simulations of five digital avatars controlled by a single live interactor. Because simulations are only an approximation of real practice, our overarching goal was to understand how mathematical stereotypes might arise in simulated spaces. We used Discourse analysis to classify the stereotypes present and the EQUIP observation tool to understand how PTs made participation opportunities available. We found that the simulations might have perpetuated
    overtly racist and sexist stereotypes and that negatively stereotyped students were afforded lower-quality opportunities to participate. We discuss how to mitigate potential harm caused and offer guidance for redesigning more equitable and antiracist simulations. Our goal is to raise critical questions for our field around the use of simulations of practice.
    Special Guests: Daniel Reinholz and Liza Bondurant.

    • 36 min
    Episode 55: When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation

    Episode 55: When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation

    We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.
    Special Guest: Sunghwan Byun.

    • 21 min
    Episode 53: Building Mathematics Professional Development With an Explicit Attention to Concepts and Student Opportunities to Struggle Framework

    Episode 53: Building Mathematics Professional Development With an Explicit Attention to Concepts and Student Opportunities to Struggle Framework

    Two broad categories of instructional practices, (a) explicitly attending to concepts and (b) fostering students’ opportunities to struggle, have been consistently linked to improving students’ mathematical learning and achievement. In this article, we describe an effort to build these practices into a framework that is useful for a diverse set of professional development (PD) offerings. We describe three examples of how the framework is used to support teacher learning and classroom instructional practice: a state-mandated course, lesson studies, and a large-scale teacher–researcher alliance. Initial findings suggest that consistently emphasizing this framework provides both content and structural guidance during PD development and gives coherence and focus to teachers’ PD experiences.
    Special Guests: Gwyneth Hughes, Joe Champion, Lindsey Yundt, and Michele B. Carney.

    • 35 min
    Episode 48: Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses

    Episode 48: Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses

    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.

    • 33 min

Customer Reviews

4.2 out of 5
9 Ratings

9 Ratings

LizafromMS ,

Inspiring

I thoroughly enjoy Dr. Thanheiser’s thought-provoking conversations with inspiring guests.

jmart444 ,

No practical takeaways

I am a high school math teacher in North Carolina. I just listened to the entire episode on CRT. I learned not one single practical take away that I can use in the classroom. other than emotionalism and anecdotal stories, there were no persuasive arguments, made as to why CRT should be practiced in a mathematics classroom.

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