Build a classroom community by building representations and visualizations of data related to students’ names.
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Construct It! What’s in a Name? Collecting, Organizing, and Representing Data
Eva Thanheiser, Courtney Koestler, Amanda T. Sugimoto, and Mathew D. Felton-Koestler
Model It! Building and Sustaining Cultural Traditions with Ethnomodeling
Siddhi Desai and Farshid Safi
This geometric transformation-focused ethnomodeling respects individual and collective community experiences and moves toward educational experiences that acknowledge and celebrate the multidimensional aspects related to identity.
Your Role in Students’ Stories
Pamela A. Seda
Ear to the Ground features voices from several corners of the mathematics education world.
Balloons and Weights: Integer Subtraction in Context
Christine Andrews-Larson, Jonee Wilson, Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover
Support students in developing contextual reasoning about integer subtraction.
Growing Culturally Responsive Pedagogies
Lindsay M. Keazer and Kathleen T. Nolan
Ear to the Ground features voices from several corners of the mathematics education world.
Math-Inspired Artwork
Alessandra King, Sophia Ouanes, and Claire Doh
Students and teachers enjoy exploring the boundaries between mathematics and art.
“Rahul is a Math Nerd” and “Mia Can Be a Drama Queen”: How Mixed-Reality Simulations Can Perpetuate Racist and Sexist Stereotypes
Liza Bondurant and Daniel Reinholz
This article focuses on using simulations of practice in teacher education. We studied preservice teachers’ engagement with a popular simulations platform, which creates mixed-reality simulations of five digital avatars controlled by a single live interactor. Because simulations are only an approximation of real practice, our overarching goal was to understand how mathematical stereotypes might arise in simulated spaces. We used Discourse analysis to classify the stereotypes present and the EQUIP observation tool to understand how PTs made participation opportunities available. We found that the simulations might have perpetuated overtly racist and sexist stereotypes and that negatively stereotyped students were afforded lower-quality opportunities to participate. We discuss how to mitigate potential harm caused and offer guidance for redesigning more equitable and antiracist simulations. Our goal is to raise critical questions for our field around the use of simulations of practice.
Teaching Is a Journey: Math Talks for Agency, Identity, and Ownership
Timothy L. Weekes
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.
When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation
Sunghwan Byun, Niral Shah, and Daniel Reinholz
We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.
A Participatory Turn in Mathematics Education Research: Possibilities and Tensions
Oyemolade Osibodu, Sunghwan Byun, Victoria Hand, and Carlos LópezLeiva
Mathematics education researchers concerned with justice and rehumanizing mathematics education are increasingly calling for research that takes seriously the values, commitments, and voices of the communities for which the research is most consequential. Exclusion of or superficial engagement with these perspectives and experiences in research and design processes have perpetuated deficit perspectives of minoritized communities, rendering them simply the object of reform efforts. Consequently, this Research Commentary conceptualizes a participatory turn in mathematics education research, offering a set of commitments that guide and examine the possibilities and tensions of such a turn.
