This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Deanna Pecaski McLennan
Use the language of mathematics to explore diversity in kindergarten.
Stephanie Casey and Andrew Ross
There is a lack of teacher education materials that develop equity literacy in content courses for preservice secondary mathematics teachers. In response, we created teacher education curriculum materials for introductory statistics that include an integrated focus on developing equity literacy and critical statistical literacy.
In this article, we provide an overview of our materials’ design along with a detailed look at one activity regarding racial demographics and tracking in high school STEM courses. We present evidence regarding the positive impact of these materials on the teacher candidates’ competency, value, and likelihood of applying their equity literacy and critical statistical literacy. Implications for mathematics teacher educators working to develop equity literacy together with content knowledge are discussed.
Travis Weiland and Lisa L. Poling
The spaces we inhabit and the physical communities in which we learn all affect how we come to experience the world, construct what mathematics is to us, and develop how we teach mathematics. In this theory-to-practice article, we discuss why explicitly considering spatial ways of knowing is important in mathematics teacher education. We begin by providing theoretical arguments for the importance of considering space in mathematics education. We then present a rationale for why considering space is so important in mathematics teacher education, specifically discussing links to the practice of teaching mathematics. Examples of how to consider tasks related to spatial justice are provided to help reimagine what an mathematics teacher education task can look like.
Marina Basu, Karen Koellner, Jennifer K. Jacobs, and Nanette Seago
This set of tasks progressively engages students in geometric proportional reasoning.
Tutita M. Casa, Cindy M. Gilson, Micah N. Bruce-Davis, E. Jean Gubbins, Stacy M. Hayden, and Elizabeth J. Canavan
Learn how to identify, adapt, and create writing prompts to capitalize on the insights you gain about each of your student’s thinking.
Douglas H. Clements, Shannon S. Guss, and Julie Sarama
Learning trajectories help teachers challenge children at just the right level for their best learning.
Laurie H. Rubel and Introduction by: Jennifer M. Bay-Williams
From the Archives highlights articles from NCTM’s legacy journals, previously discussed by the MTLT Journal Club.
Sarah A. Roberts, Zandra de Araujo, Craig Willey, and William Zahner
Enacting these considerations supports integrated thinking about how to attend to both mathematics content and language development.
Leah Z. Owens and Brandie E. Waid
Ear to the Ground features voices from several corners of the mathematics education world.