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

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).

Developing and Supporting Mathematics Teacher Educators Through Virtual Collaborations

2021 ◽  
pp. 279-293
Author(s):  
Dittika Gupta ◽  
Mark S. Montgomery ◽  
Colleen M. Eddy ◽  
Crystal Anne Kalinec-Craig ◽  
Karisma Morton ◽  
...  
Keyword(s):  
Professional Development ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Equity Issues ◽  
Supportive Environment ◽  
Mathematics Teacher Educators ◽  
Global Pandemic ◽  
Difficult Transition

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.

Eliciting and Analyzing Preservice Teachers' Mathematical Noticing

2017 ◽  
Vol 5 (2) ◽  
pp. 158-177 ◽  
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.

Preparing Preservice Teachers for Diverse Mathematics Classrooms Through a Cultural Awareness Unit

2016 ◽  
Vol 4 (2) ◽  
pp. 164-187
Author(s):  
Dorothy Y. White ◽  
Kanita K. DuCloux ◽  
Ángel M. Carreras-Jusino ◽  
Darío A. González ◽  
Kirsten Keels
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Cultural Awareness ◽  
Teacher Educators ◽  
Class Discussion ◽  
Methods Courses ◽  
Student Centered ◽  
Mathematics Classrooms ◽  
Mathematics Teacher Educators ◽  
The Impact

We designed a student-centered cultural awareness unit as a resource for mathematics teacher educators (MTEs) who want to explore the issues of culture, equity, and diversity with their preservice teachers (PSTs) but are not sure how and where to start. This unit is an introductory step toward beginning to listen to PSTs' views about culture and diversity in mathematics education. In this article, we report on three cohorts of PSTs who participated in the unit, which consisted of an article critique, class discussion, and postdiscussion reflection. We describe the methods courses, the unit, the impact of the unit on PSTs' cultural awareness, our reflections as MTEs, and suggested modifications to the unit.

When Mathematics Teacher Educators Come Under Attack

2018 ◽  
Vol 6 (2) ◽  
pp. 68-74
Author(s):  
Rochelle Gutiérrez
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Professional Organizations ◽  
Mathematics Teacher Educators ◽  
And Mathematics ◽  
The One ◽  
Historical Moment

We are in an interesting historical moment in mathematics teacher education. On the one and, there is greater realization within our field of the connections between systems of power and mathematics (O'Neil, 2016). We are starting to acknowledge how mathematics education can be viewed as dehumanizing for both students and teachers as well as what might constitute rehumanizing practices (Gutiérrez, in press). Our professional organizations are calling for teachers to move beyond simplistic notions of equity to understand these power dimensions and challenge the system on behalf of (and in community with) Black,1 Indigenous,2 and Latinx3 students in particular

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