Commentary: Mathematics Teacher Educator: The Evolution of a New Journal

2012 ◽  
Vol 1 (1) ◽  
pp. 7-9
Author(s):  
J. Michael Shaughnessy
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Professional Knowledge ◽  
Research Knowledge ◽  
Research And Practice ◽  
The Past ◽  
Mathematics Teacher Educator ◽  
Recent Conference

In the past decade, there has been a growing interest in the role that practitioners play as stakeholders in and coproducers of professional knowledge and of research knowledge in mathematics education (Kieran, Krainer, & Shaughnessy, in press). Although the wellspring of professional knowledge and craft wisdom of teachers has been sparsely tapped in previous decades, there are now signs from all over the world that teachers are playing an increasingly important role in research on the teaching and learning of mathematics (Bednarz, 2004; Fernandez & Yoshida, 2004; Herbel-Eisenmann & Cirillo, 2009; Huang & Bao, 2006; Jaworski et al., 2007; Makar & O'Brien, in press). A recent conference brought together practitioners, teacher educators, and researchers in mathematics education to develop a research agenda that will provide closer links between research and practice (NCTM, 2010).

Editorial: Building a Professional Knowledge Base

2014 ◽  
Vol 2 (2) ◽  
pp. 106-107
Keyword(s):  
Knowledge Base ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Mission Statement ◽  
Teacher Educator ◽  
Professional Knowledge ◽  
Mathematics Teacher Educators ◽  
Mathematics Teacher Educator ◽  
Education Community ◽  
Practitioner Knowledge

The mission statement for Mathematics Teacher Educator states that the journal “will contribute to building a professional knowledge base for mathematics teacher educators that stems from, develops, and strengthens practitioner knowledge.” In this editorial, I will discuss what this means and how the members of the mathematics education community can contribute to the development of this knowledge base.

scholarly journals Critical Self-Reflection as Disruption: A Black Feminist Self-Study

2020 ◽  
Vol 3 (1) ◽  
pp. 21-38
Author(s):  
Benikia Kressler
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Teacher Educator ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Self Reflection ◽  
White Middle Class ◽  
Self Study ◽  
Educators Of Color

As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.    

Research Committee: Strengthening Research by Designing for Coherence and Connections to Practice NCTM Research Committee

2010 ◽  
Vol 41 (3) ◽  
pp. 216-235
Author(s):  
Timothy Boerst ◽  
Jere Confrey ◽  
Daniel Heck ◽  
Eric Knuth ◽  
Diana V. Lambdin ◽  
...  
Keyword(s):  
Social Work ◽  
Mathematics Education ◽  
Software Engineering ◽  
Knowledge Base ◽  
Classroom Practice ◽  
National Council ◽  
Research Committee ◽  
Research And Practice ◽  
School Contexts ◽  
The Past

The National Council of Teachers of Mathematics (NCTM) is committed to strengthening relations between research and practice and to the development of a coherent knowledge base that is usable in practice. The fifth of NCTM's strategic priorities states, “Bring existing research into the classroom, and identify and encourage research that addresses the needs of classroom practice” (NCTM, 2008). The need to work toward connection and coherence is not unique to the field of mathematics education. Fields such as medicine (e.g., Clancy, 2007), software engineering (e.g., Gorschek, Garre, Larsson, & Wohlin, 2006), and social work (e.g., Hess & Mullen, 1995) routinely attend to these issues. Researchers in many fields strive to find new ways or to engage more effectively through existing means to enhance coherence and connection. In a sense, this is not a goal that can be achieved definitively, but one that requires persistent engagement. In education, the constant flux of variables in the system, such as curriculum, goals for student learning, and school contexts, requires that new connections between research and practice be investigated and that old connections be reexamined. Changes in educational contexts open new territory in need of study and also challenge the coherence of explanations grounded in previous research. In this way, attention of the field to connection and coherence is neither unique to mathematics education nor an effort due solely to inadequacies of research efforts in the past.

Strengthening Partnerships through Family Math Nights

2018 ◽  
Vol 23 (5) ◽  
pp. 284-287 ◽  
Author(s):  
Lynn Liao Hodge ◽  
Michael Lawson
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
High School Mathematics ◽  
University Mathematics ◽  
The Past ◽  
Mathematics Teaching And Learning ◽  
University Mathematics Education ◽  
K 12

Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.

Working Toward a Socially Just Future in the ELA Methods Class

2019 ◽  
Vol 51 (2) ◽  
pp. 158-176 ◽  
Author(s):  
Michelle Fowler-Amato ◽  
Kira LeeKeenan ◽  
Amber Warrington ◽  
Brady Lee Nash ◽  
Randi Beth Brady
Keyword(s):  
Social Justice ◽  
Language Arts ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Historical Imagination ◽  
Secondary English ◽  
The Past ◽  
Secondary English Language Arts ◽  
Made In

This review of literature highlights the efforts teacher educators and researchers have made over the past 18 years to work toward social justice in secondary English language arts (ELA) preservice teacher (PT) education. Drawing on Dantley and Green’s framework for social justice leadership, we highlight the work that teacher educators have engaged in to support secondary ELA PTs in developing (a) indignation/anger for justice through exploring beliefs about students and themselves, (b) a prophetic and historical imagination through broadening understandings about teaching and learning, and (c) accountability to students and communities through university-to-classroom transitions. We close this article by drawing on this framework to honor what we, as a field, have accomplished while acknowledging the efforts that still need to be made in working toward justice in secondary ELA PT education and, ultimately, in the schools and communities in which our PTs teach.

Adding the “Digital Layer”

2013 ◽  
pp. 345-357
Author(s):  
Troy Hicks
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Summer Institute ◽  
Digital Writing ◽  
Subsequent Work ◽  
Pedagogical Content ◽  
Writing Project

Opportunities for teachers to engage in professional development that leads to substantive change in their instructional practice are few, yet the National Writing Project (NWP) provides one such “transformational” experience through their summer institutes (Whitney, 2008). Also, despite recent moves in the field of English education to integrate digital writing into teacher education and K-12 schools (NWP, et al., 2010), professional development models that support teachers’ “technological pedagogical content knowledge” (Mishra & Koehler, 2008) related to teaching digital writing are few. This case study documents the experience of one teacher who participated in an NWP summer institute with the author, himself a teacher educator and site director interested in technology and writing. Relying on evidence from her 2010 summer experience, subsequent work with the writing project, and an interview from the winter of 2013, the author argues that an integrative, immersive model of teaching and learning digital writing in the summer institute led to substantive changes in her classroom practice and work as a teacher leader. Implications for teacher educators, researchers, and educational policy are discussed.

The Role of Replication Studies in Educational Research

2018 ◽  
Vol 49 (1) ◽  
pp. 2-8 ◽  
Author(s):  
Jinfa Cai ◽  
Anne Morris ◽  
Charles Hohensee ◽  
Stephen Hwang ◽  
Victoria Robison ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Educational Research ◽  
Research And Practice ◽  
Replication Studies ◽  
The Past ◽  
Important Concern ◽  
Unique Nature ◽  
The Impact ◽  
Critical Idea

In the past year, we have used this space to tackle a chronic and important concern in mathematics education: how to increase the impact of research on practice. Because of the unique nature of this issue of JRME, we pause to address the critical idea of replication in educational research. In later issues, we will continue our primary theme and consider how the ideas raised in this editorial can further our understanding of the relationships between research and practice.

Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going

2020 ◽  
Vol 8 (3) ◽  
pp. 83-87
Author(s):  
Heather West ◽  
Emily Elrod ◽  
Karen Hollebrands, ◽  
Valerie Faulkner
Keyword(s):  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Student Thinking ◽  
Mathematics Teacher Educators ◽  
Similar Work ◽  
Language Technology ◽  
Mathematics Teacher Educator ◽  
Service Professional

In this editorial, an analysis of articles published in the Mathematics Teacher Educator journal (MTE) from 2012 to 2020, which describes the knowledge base for mathematics teacher educators addressed by MTE authors, is presented. This analysis builds on similar work conducted four years ago (Bieda, 2016). These more recent findings demonstrate that articles focusing on teacher knowledge; mathematical content; student thinking and reasoning; and models of teacher preparation or in-service professional development (PD) have been the most frequently published in MTE. In contrast, a limited number of articles have focused on discourse; diversity, equity, and language; technology; and methods of research. This examination allows us to assess as a community where we were, where we are, and where we might go in the future.

Supporting Teacher Learning: Teachers Learning about Data Display: Connecting Mathematics and Science Inquiry

2008 ◽  
Vol 14 (6) ◽  
pp. 375-382
Author(s):  
Amy Roth McDuffie ◽  
Judith A. Morrison
Keyword(s):  
Science Teacher ◽  
Teacher Learning ◽  
Learning Outcomes ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Science Inquiry ◽  
Mathematics Teacher Educator ◽  
Science Teacher Educators ◽  
Preservice Teacher Learning ◽  
Mathematics And Science

Collecting, analyzing, and displaying data provide rich opportunities to connect mathematics and science concepts. However, mathematics and science teacher educators rarely work together to design tasks that connect mathematics and science. In this article, we describe collaboration between a mathematics teacher educator and a science teacher educator that included the design of an inquiry-based project for preservice elementary teachers to draw on the natural connections of these disciplines. We also discuss preservice teacher learning outcomes from the project and present recommendations for teacher educators.

Towards an understanding of translanguaging in EMI teacher education classrooms

2020 ◽  
pp. 136216882096412
Author(s):  
Rui Yuan ◽  
Min Yang
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
First Language ◽  
Teacher Educator ◽  
University Policy ◽  
Study Approach ◽  
Teaching Context ◽  
Students First

This study aims to explore a teacher educator’s perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with everyday discourse, linking verbal and other semiotic resources, and using students’ first language) to create a ‘translanguaging space’ in his EMI classrooms for content teaching and learning. The findings also showed that the teacher educator’s translanguaging practice was both planned and generative, depending on his situated teaching context which presented him with various teaching opportunities and challenges (e.g. students’ resistance and university policy). The study highlights the importance of teacher educators’ reflective practice in their execution and improvement of translanguaging practice in EMI classroom settings.

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