40 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
    • 4.5 • 6 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 40: Conversation with MTE editors: Vision, Submission Advice, Etc.

    Episode 40: Conversation with MTE editors: Vision, Submission Advice, Etc.

    In this conversation Michael Steele and Kate Johnson share their vision as the new editor team for MTE. They share their vision and give advice for submissions.

    • 33 min
    Episode 39: Developing Skills for Exploring Children’s Thinking From Extensive One-on-One Work With Students

    Episode 39: Developing Skills for Exploring Children’s Thinking From Extensive One-on-One Work With Students

    In this article, we share results from a field experience model in which junior-year methods classes were held in an elementary school and preservice teachers (PSTs) worked with a single student (a “Math Buddy”) on mathematics for 30 minutes per day. We focus on the development of PSTs’ skills for exploring children’s thinking and the structures and tools that we used to support this development. Data sources include screencast recordings of interactions with Math Buddies and written reflections completed by PSTs. Although the responsiveness of interactions varied across individuals and interactions, in general, PSTs showed improvements in exploring children’s thinking. We share implications of these findings for similar field experience models and for practice-based approaches to teacher education generally.
    Special Guests: Corey Webel and Sheunghyun Yeo.

    • 34 min
    Episode 37: Supporting Preservice Teachers’ Growth in Eliciting and Using Evidence of Student Thinking: Show-Me Narrative

    Episode 37: Supporting Preservice Teachers’ Growth in Eliciting and Using Evidence of Student Thinking: Show-Me Narrative

    • 35 min
    Episode 36: Supporting Prospective Teachers in Problem Solving: Incorporating Mindset Messaging to Overcome Math Anxiety

    Episode 36: Supporting Prospective Teachers in Problem Solving: Incorporating Mindset Messaging to Overcome Math Anxiety

    Prospective and practicing elementary teachers have historically demonstrated anxiety about mathematics, which can affect their mathematics teaching and their students’ math anxiety. Yet, developing productive dispositions prior to teacher preparation programs is rarely addressed in the research. We propose mindset messaging in mathematics courses as an intervention to influence prospective teachers’ (PSTs’) self-reported mathematical mindsets and math anxiety.


    Survey results indicated shifts toward growth mindsets and decreases in math anxiety. Further analysis of PSTs’ written responses suggests that mindset messaging may support
    PSTs in overcoming math anxiety, and that perseverance during problem solving is critical for PSTs’ mathematical improvement. Additionally, some PSTs connected course experiences to future mathematics teaching practices. Results propose MTEs might consider explicitly offering mindset messaging in mathematics courses.
    Special Guests: Erica Slate Young and Sarah Roller Dyess.

    • 29 min
    Episode 38: Support and Enrichment Experiences in Mathematics (SEE Math): Using Case Studies to Improve Mathematics Teacher Education

    Episode 38: Support and Enrichment Experiences in Mathematics (SEE Math): Using Case Studies to Improve Mathematics Teacher Education

    This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent– teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus
    on the nuances of children’s strengths rather than traditional measures of achievement
    and skill.
    Special Guests: Crystal Kalinec-Craig, Emily Bonner, and Traci Kelley.

    • 31 min
    Episode 35: If the World Were a Village: Learning Mathematics While Learning About the World

    Episode 35: If the World Were a Village: Learning Mathematics While Learning About the World

    Long-standing and ongoing calls exist for making mathematics meaningful, relevant,
    and applicable outside the classroom. Major mathematics education organizations (National Council of Teachers of Mathematics [NCTM], National Council of Supervisors of Mathematics [NCSM], Association of Mathematics Teacher Educators [AMTE], TODOS: Mathematics for ALL) have called for mathematics to be seen as a tool for understanding and critiquing the world. To prepare students and teachers to do this, we must go beyond “everyday” contexts and include analysis of social justice issues into our courses. We share an activity designed to address these calls while also addressing the mathematics goals of the course. We share data showing that prospective teachers learned mathematics while also learning about their world and reframing their view of mathematics as a tool to make sense of the world.
    Special Guest: Courtney Koestler.

    • 39 min

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