Developing and Supporting Mathematics Teacher Educators Through Virtual Collaborations

This chapter focuses on a group of mathematics teacher educators across the state of Texas that utilized collaboration before and during a global pandemic in order to examine and apply equity issues in their own instruction and delivery of their mathematics methods courses. The authors will highlight and share how the use of collaboration that initiated with the focus on rethinking equity practices in methods courses morphed into a supportive environment that helped the group of mathematics teacher educators through a difficult transition in education due to COVID-19. The goal of the chapter is to urge educators to use collaboration as an impetus for professional development and establishing communities of practice.

Download Full-text

A Review of Cases for Mathematics Teacher Educators: Facilitating Conversations About Inequities in Mathematics Classrooms

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.49.2.0232 ◽

2018 ◽

Vol 49 (2) ◽

pp. 232-236

Author(s):

Nicole M. Joseph ◽

Christopher C. Jett ◽

Jacqueline Leonard

Keyword(s):

Higher Education ◽

Mathematics Teacher ◽

Critical Analysis ◽

Teacher Educators ◽

Mathematics Methods ◽

Methods Courses ◽

Missed Opportunities ◽

Mathematics Classrooms ◽

Mathematics Teacher Educators ◽

Mathematics Methods Courses

Cases for Mathematics Teacher Educators: Facilitating Conversations About Inequities in Mathematics Classrooms (hereafter referred to as Cases), edited by Dorothy Y. White, Sandra Crespo, and Marta Civil (2016), is a robust anthology about inequities in mathematics classrooms in three spaces: mathematics methods courses, mathematics content courses, and graduate and professional development courses. This pedagogical contribution utilizes and deconstructs dilemmas occurring in mathematics teacher educators' (MTEs) classrooms. The text consists of 19 cases and 57 corresponding commentaries (three per case) that serve as critical analysis for discussion. The authors present their cases to provide the reader with their respective dilemmas, identities as teacher educators, and strategies for engaging in equity work. This organizational structure is significant methodologically because it promotes opportunities for critique and conversation about the authors' biases and assumptions. However, there are missed opportunities in many of the cases to acknowledge microaggressions and systematic oppression in higher education and in U.S. society in general (Chang, 2016).

Download Full-text

German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

Magistra Iadertina ◽

10.15291/magistra.1491 ◽

2018 ◽

Vol 12 (2) ◽

pp. 77-97

Author(s):

Ana Kuzle

Keyword(s):

Professional Development ◽

Problem Solving ◽

Mathematics Teacher ◽

Large Scale ◽

Teacher Educators ◽

Mathematics Classroom ◽

Research Report ◽

Mathematics Teacher Educators ◽

Set Up ◽

Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

Download Full-text

Eliciting and Analyzing Preservice Teachers' Mathematical Noticing

Mathematics Teacher Educator ◽

10.5951/mathteaceduc.5.2.0158 ◽

2017 ◽

Vol 5 (2) ◽

pp. 158-177 ◽

Cited By ~ 9

Author(s):

Julie M. Amador ◽

Anne Estapa ◽

Zandra de Araujo ◽

Karl W. Kosko ◽

Tracy L. Weston

Keyword(s):

Preservice Teachers ◽

Mathematics Teacher ◽

Teacher Educators ◽

Methods Courses ◽

Mathematical Content ◽

Mathematics Teacher Educators ◽

Elementary Preservice Teachers

In an effort to elicit elementary preservice teachers' mathematical noticing, mathematics teacher educators at 6 universities designed and implemented a 3-step task that used video, writing, and animation. The intent of the task was to elicit preservice teachers' mathematical noticing–that is, noticing specific to mathematics content and how students reason about content. Preservice teachers communicated their noticing through both written accounts and selfcreated animations. Findings showed that the specific city of mathematical noticing differed with the medium used and that preservice teachers focused on different mathematical content across the methods sections, illuminating the importance for mathematics teacher educators understanding of the noticing practices of the preservice teachers with whom they work. This report includes implications for using the task in methods courses and modifying course instruction to develop noticing following task implementation.

Download Full-text