35 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 34: Mathematics Teachers’ Understanding of Privilege and Oppression

    Episode 34: Mathematics Teachers’ Understanding of Privilege and Oppression

    The Access, Allies, and Agency in Mathematical Systems project team designed
    a professional development for mathematics teachers positioning equity at the systemic level and activities aimed at supporting mathematics teachers in considering the influence of privilege and oppression on mathematics teaching and learning (Scroggins, 2017). Here, we examine the levels of oppression activity, aimed at supporting mathematics teachers in understanding that oppression operates at multiple levels (i.e., as a system) and that these levels exist and operate in/on mathematics education. Such understanding can support mathematics teachers in disrupting inequities, and how mathematics teachers engage in this activity can support mathematics teacher educators in preparing teachers to do such work. Specifically, we explore the question: How does this activity support mathematics teachers’ understanding of levels of oppression?
    Special Guests: Bartell, Tonya, Courtney Koestler, and Mary Q Foote.

    • 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
    Episode 32: Developing an Asset-Based View of Students’ Mathematical Competencies Through Learning Trajectory-Based Lesson Study

    Episode 32: Developing an Asset-Based View of Students’ Mathematical Competencies Through Learning Trajectory-Based Lesson Study

    This article details the design and implementation of a professional development model called Learning Trajectory-Based Lesson Study focused on issues of equity, identity, and agency. We developed the Vertical Articulation to Unpack the Learning Trajectory (VAULT) tool to orient teachers’ instructional planning toward an asset-based view of students’ mathematics competencies. We examined teachers’ use of the VAULT to plan, implement, and debrief on student strategies for one spatial reasoning task in elementary, middle, and high school classrooms. The VAULT facilitated intentional planning for a progression of anticipated strategies and equitable access to instruction. Teachers demonstrated an asset-based view of all student thinking independent of grade-level expectations.
    Special Guests: Jennifer M. Suh and Sara Birkhead.

    • 33 min
    Episode 33: Exploring Power and Oppression: An Examination of Mathematics Teacher Educators’ Professional Growth

    Episode 33: Exploring Power and Oppression: An Examination of Mathematics Teacher Educators’ Professional Growth

    The preparation of mathematics teacher educators (MTEs) varies widely, with little
    guidance regarding the essential skills and knowledge necessary to tackle the field’s
    looming challenges. Equitable access to, and engagement with, mathematics has
    surfaced as an elusive goal of mathematics education organizations. MTEs, therefore, ought to identify and engage with resources that help them comprehend and confront systemic oppression and inequities. We present the process and reflections from an examination of MTEs’ professional growth through engagement in a collaborative interrogation of critical texts outside of mathematics education. Participation in this series of structured readings and dialogue led MTEs to develop a deeper understanding of the historical movements and events that created today’s local and global status quos. Furthermore, MTEs could more readily make connections between macrocontexts of colonialism, violence, and oppression, and the micromanifestations of power and marginalization within mathematics education. Implications for future development of MTEs are discussed.
    Special Guests: Jill Newton, Michael R Lolkus, Troy Bell, and Willey, Craig Joseph.

    • 41 min
    Episode 31: Learning to Launch Cognitively Demanding Tasks: A Practice-Based Unit for Secondary Methods

    Episode 31: Learning to Launch Cognitively Demanding Tasks: A Practice-Based Unit for Secondary Methods

    Cognitively demanding tasks provide important opportunities for students to develop an understanding of mathematics; however, they are challenging to launch and implement. The authors designed a secondary methods unit on launching tasks. Participants in the study were enrolled in five different methods courses. Using a noticing framework, findings suggest that by engaging in the unit, preservice teachers developed a greater understanding of the four aspects of an effective task launch. When viewing video examples, preservice teachers were able to talk about the four aspects of a task launch with increased specificity. Additionally, they began to identify ways of developing common language without reducing cognitive demand. We discuss implications of this work and offer suggestions for future teacher education research.
    Special Guests: Christopher W. Parrish, Mark A. Creager, and Rachel B. Snider.

    • 23 min
    Episode 30: Student Argumentation Work Sample Sorting Task and Teachers’ Evaluations of Arguments

    Episode 30: Student Argumentation Work Sample Sorting Task and Teachers’ Evaluations of Arguments

    To support teachers in implementing ambitious reform efforts, professional developers and teacher educators need to know more about teachers’ thinking about argumentation. Specifically, there is a need to understand more about teachers’ views and evaluations of students’ mathematical arguments as they play out in practice. In this article, we share a tool developed to elicit teachers’ pre- and post evaluations of students’ mathematical arguments on a problem-solving task. We discuss the design of the tool and provide evidence of its utility. Our findings indicate that the tool can be used to (a) identify changes in teachers’ evaluations of student mathematical arguments over time and (b) inform the design of professional learning experiences
    Special Guests: Jillian Cavanna, and Megan Staples.

    • 30 min

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