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Forging New Terrain in Critical Mathematics Teacher Education: The Role of Collaborative Reflective Practice
No full textDespite symbolic declarations by leading mathematics education organizations, critical mathematics educators have questioned whether we are serious about preparing teachers to provide equitable mathematics opportunities for children of color. This collaborative self-study of two mathematics teacher educators aimed to examine their own histories, perspectives, and priorities in preparing future mathematics teachers. Our analysis and resulting framework are guided by documents put forth by the National Board of Professional Teaching Standards (NBPTS). We conclude that self-study, or critical interrogation of self, can serve as a model to sharpen a pedagogical focus to serve student groups who have experienced neglect
Empowering Minds: Harnessing AI for Dynamic Classroom Learning
No full textThe discussion of Generative Artificial Intelligence (GAI) and its uses and purposes in the classroom has exponentially increased highlighting the need to verify what is considered ethically sound writing. As students become aware of and use GAI to enhance their learning, faculty will need to adapt and innovate their classrooms and teaching practices. This paper discusses the GAI experiences of faculty, provides examples of classroom incorporation of GAI, and cite the needs from institutions if departments wish to remain knowledgeable and relevant in the GAI space to effectively prepare students for a future dominated by Artificial Intelligence
An Instrumental Case Study of Blended Preservice Early Childhood Preparation
No full textBlended and other collaborative models of early childhood personnel preparation center on the belief that they can improve the quality and availability of inclusive services for children with diverse abilities and their families. Little is known, however, as to their relative efficacy to impact the inclusive practice of graduates. Further, current understanding of this approach is complicated by a lack of common terminology, conceptions, and a dated, primarily descriptive literature base. To provide a contemporary empirical contribution, we applied a conceptual framework derived from activity systems theory coupled with a research framework for collaborative models to examine one preparation program as a system through qualitative case study. Findings outline parameters of practice specific to collaborative program dimensions, elements of harmony and tension within the system, and cultural tools specific to the program’s attempts to meet its desired outcome. Implications for current and future collaborative early childhood personnel preparation are discussed
Advancing Equity and High Quality Mathematics Education with Actions Drawn from Ethnomathematics
No full textThis article advocates for the (not yet common) goal of mathematics education to advance peace, harmony, and respect among people and, consequently, to reduce discord. This outcome can be accomplished by utilizing Ethnomathematics, and we offer suggestions for cultivating an Ethnomathematics orientation and employing associated classroom practices
Lesson Study: Collaboration among Middle School Mathematics Teachers of Latino Students
No full textThis lesson study experience occurred within a partnership between mathematics educators and four middle school mathematics teachers of ELLs. The lesson focus was addition of fractions of unlike denominators. The students were given opportunities to think individually and then work with a partner using fraction bars to explain and justify their solutions
“La Lotería” - Using a Culturally Relevant Mathematics Activity with Pre-service Teachers at a Family Math Learning Event
No full textThis paper aims to raise awareness of how university content faculty prepare pre-service teachers to implement culturally relevant math activities involving Hispanic families in an after-school Family Math Learning Event (FMLE). By exploring the game of chance “La Lotería” from Hispanic culture with math objectives appropriate for elementary and middle school grades, this paper illustrates the potential impact on future teachers and Hispanic families participating in the FMLE
Preparing Teacher Candidates to Work with English Language Learners
No full textWe know little about how teacher candidates are prepared to work with English language learners (ELLs) in mathematics classes. This qualitative study, based on interviews with 16 instructors of mathematics methods courses for pre-service teachers, examined instructors’ reported classroom practices regarding helping teacher candidates learn to work with ELLs in mathematics. Findings suggest that ELLs’ needs may not be addressed in mathematics methods classes for varied reasons. This study has implications for mathematics teacher educators, PreK-12 mathematics teachers, and higher education and district level staff members who provide professional development for teachers
TODOS Mission and Goals and TODOS Live!
No full textThe mission of TODOS: Mathematics for ALL is to advocate for equity and high-quality mathematics education for all students—in particular, Latina/o students. Participate in TODOS Live to hear from educators who share this mission
Examining Personalized Learning and Differentiation in Mathematics Classrooms
No full textPersonalized learning and differentiated approaches have become more common in mathematics. However, there is a sparse amount of research on teachers’ and students’ experiences in these types of classrooms. This exploratory study employed observations and semi-structured interviews with teachers who use personalized learning approaches in mathematics as well as their students’ responses. Important findings include teachers’ variety of resources including hands-on manipulatives, technological programs, and mathematics games. Implications include a need to better support teachers’ work in setting up these types of classroom environments as well as future research to examine the influence of personalized learning activities on student learning