From Community Exploration to Social Justice Mathematics: How Do Mathematics Teacher Educators Guide Prospective Teachers to Make the Move?

2019 ◽  
pp. 91-103
Author(s):  
María del Rosario Zavala ◽  
Kathleen Jablon Stoehr
Keyword(s):  
Social Justice ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Educators ◽  
Social Justice Mathematics

Use of Video Analysis to Support Prospective K-8 Teachers' Noticing of Equitable Practices

2014 ◽  
Vol 2 (2) ◽  
pp. 108-140 ◽  
Author(s):  
Amy Roth McDuffie ◽  
Mary Q. Foote ◽  
Corey Drake ◽  
Erin Turner ◽  
Julia Aguirre ◽  
...  
Keyword(s):  
Instructional Practices ◽  
Video Analysis ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Educators

Mathematics teacher educators (MTEs) designed and studied a video analysis activity intended to support prospective teachers (PSTs) in learning to notice equitable instructional practices. PSTs from 4 sites (N = 73) engaged in the activity 4 to 5 times during the semester, using a set of 4 “lenses” to analyze teaching and learning as shown in videos. In an earlier analysis of this activity, we found that PSTs increased their depth and expanded their foci in noticing equitable instructional practices (Roth McDuf_ e et al., 2013). In this analysis, we shift the focus to our work as MTEs: We examine our decisions and moves in facilitating the video analysis activity with a focus on equity, and we discuss implications for other MTEs.

Noticing and Wondering: A Language Structure to Support Mentoring Conversations

2019 ◽  
Vol 7 (2) ◽  
pp. 44-56
Author(s):  
Sarah A. Roller
Keyword(s):  
Teacher Preparation ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Mathematics Teacher Educators ◽  
Language Structure ◽  
Before And After ◽  
And Mathematics ◽  
Educative Mentoring

Teachers and mathematics teacher education scholars have identified field experiences and quality mentoring as influential components of math teacher preparation and development. Yet, quality mentoring is a complex and demanding practice. Providing educative feedback to novices, particularly that which encourages reflection versus evaluation, can be challenging work for mentors. To study the potential of an intervention for providing professional development for mentors, I worked with pairs of mentors and prospective teachers (PSTs) offering Smith's (2009) noticing and wondering language as a way of structuring mentoring conversations that maintain both descriptive and interpretive analytic stances. Analysis of before and after conversations provided evidence of how mentor-PST pairs adopted noticing and wondering language, and in particular illuminated the ways in which the language structure might support interpretive mentoring conversations for studying teaching. The results suggest that mathematics teacher educators may want to consider what makes wondering challenging work and how to best support wondering in educative mentoring conversations.

Commentary: Should Mathematics Teacher Education Be Politically Neutral?

2017 ◽  
Vol 6 (1) ◽  
pp. 67-72 ◽  
Author(s):  
Mathew D. Felton-Koestler ◽  
Courtney Koestler
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Policy Makers ◽  
The Public ◽  
Mathematics Teacher Educators ◽  
Political Landscape ◽  
The Face

Many current and prospective teachers, policy makers, and members of the public view mathematics as neutral and objective, and they expect mathematics teaching and teacher education to be neutral as well. But what would it mean to think of mathematics teacher education as politically neutral? Below we consider some questions that we see as highlighting why mathematics teacher education cannot be neutral. We are not the first to raise these issues, but we appreciate the opportunity to discuss and reflect on them among a community of mathematics teacher educators. Although these questions have always been relevant, we see their importance growing in the face of the increased mathematization of our world and a highly polarized political landscape with a seemingly increased public acceptance of oppressive discourse and actions (Potok, 2017).

scholarly journals Exploring Prospective Teachers’ Ability to Generate and Analyze Evidence-based Explanatory Arguments

2020 ◽  
Vol 6 (2) ◽  
pp. 327
Author(s):  
Marta T. Magiera ◽  
Vecihi S. Zambak
Keyword(s):  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Evidence Based ◽  
Written Responses ◽  
Mathematics Teacher Educators ◽  
Mathematical Explanations ◽  
Student Explanations

In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, we examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations. We also examined features of explanations on which PSTs drew in their critiques of mathematical explanations of students. Our results draw attention to the importance of helping PSTs develop competencies in constructing and critiquing mathematical explanations concurrently. Although explanations PSTs generated for their critiques of student explanations were weaker compared to the explanations PSTs formulated for their own problem solutions, PSTs proficient in generating mathematical explanations were also more proficient in analyzing and critiquing mathematical explanations. We identified seven criteria PSTs used while analyzing and critiquing student-explanations. These criteria reveal what PSTs might value, or pay attention to, as they critique student-explanations. We share implications for mathematics teacher educators to consider and suggest directions for further research.

Sign in / Sign up

Export Citation Format

Share Document