The Front-and-Center article in the September issue of MTLT, written by Aubrey Neihaus, Crystal Kalinec-Craig, Priya Prasad, and Marcy Wood, discusses what happens when our go-to math exercises are found to be problematic. Read more articles like this and more in MTLT!
Proactive Mathematics Coaching: Bridging Content, Context, and Practice by Courtney Baker and Melinda Knapp. Elevate your Math Coaching and Leadership Skills with the power of the Proactive Coaching Framework – where context meets content for intentional professional growth. Drawing on a set of 33 Guiding Questions, the PCF prompts you to intentionally plan and reflect on your actions so that you can make instructional decisions that are proactive rather than reactive.
Success Stories from Catalyzing Change, edited by Karen J. Graham, Robert Q. Berry III, Sarah B. Bush, and DeAnn Huinker. These stories share efforts at the district and state levels as well as within schools and highlight the challenges and successes of implementing equitable teaching practices in classrooms everywhere, using key recommendations from the Catalyzing Change series.
The articles in the July issue of JRME propose unit transformation graphs as a way of diagramming students' mental actions; suggest methods to support fractions learning of students with mathematics learning disabilities; and detail a targeted intervention to improve teachers' noticing of multimodal student thinking. The editorial advocates for pluralism in our research community.
The June 2023 issue of Mathematics Teacher Educator features articles that highlight a range of tools to support prospective and practicing teachers in different equitable pedagogies. The articles discuss noticing inequitable participation, developing antiracist practices, complexifying the use of mixed-reality simulations, and planning mathematics tasks that are justice-oriented. The editorial encourages mathematics teacher educators to recognize their positionalities in their practices and offers support for how to write positionality statements in their MTE articles.