The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.
Are We Preparing Agents of Change or Instruments of Inequity? Teaching Toward Antiracist Mathematics Teacher Education
Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith
Design Principles That Support Course Design Innovation for Elementary Mathematics Methods Courses
Evthokia Stephanie Saclarides, Brette Garner, Gladys Krause, Claudia Bertolone-Smith, and Jen Munson
Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics methods courses: (a) teaching mathematics content and pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) addressing multiple goals for each course component; (b) developing PSTs’ dispositions over time; and (c) building on PSTs’ strengths to develop understanding of mathematics. We present a reflection tool to assist mathematics teacher educators in designing their courses to maximize their instructional time.
A Critical Lens on Cognitively Guided Instruction: Perspectives from Mathematics Teacher Educators of Color
Luz A. Maldonado Rodríguez, Naomi Jessup, Marrielle Myers, Nicole Louie, and Theodore Chao
Elementary mathematics teacher education often draws on research-based frameworks that center children as mathematical thinkers, grounding teaching in children’s mathematical strategies and ideas and as a means to attend to equity in mathematics teaching and learning. In this conceptual article, a group of critical mathematics teacher educators of color reflect on the boundaries of Cognitively Guided Instruction (CGI) as a research-based mathematical instructional framework advancing equity through a sociopolitical perspective of mathematics instruction connected to race, power, and identity. We specifically discuss CGI along the dominant and critical approaches to equity outlined by , ) framework. We present strategies used to extend our work with CGI and call for the field to continue critical conversations of examining mathematical instructional frameworks as we center equity and criticality.
Support and Enrichment Experiences in Mathematics (SEE Math): Using Case Studies to Improve Mathematics Teacher Education
Crystal Kalinec-Craig, Emily P. Bonner, and Traci Kelley
This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child’s thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent–teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children’s strengths rather than traditional measures of achievement and skill.
Supporting Preservice Teachers’ Growth in Eliciting and Using Evidence of Student Thinking: Show-Me Narrative
Esther M. H. Billings and Barbara A. Swartz
Asked & Answered
Each month Asked & Answered highlights selected threads from the MyNCTM community. MyNCTM is an online community where NCTM members can ask questions, start and join discussions, and interact with education experts. We encourage you to join the conversation at https://my.nctm.org.
Productive Struggle in Action
Katherine Baker, Naomi A. Jessup, Victoria R. Jacobs, Susan B. Empson, and Joan Case
Productive struggle is an essential part of mathematics instruction that promotes learning with deep understanding. A video scenario is used to provide a glimpse of productive struggle in action and to showcase its characteristics for both students and teachers. Suggestions for supporting productive struggle are provided.
Supporting Probability Understanding through Area Models
LouAnn H. Lovin
Moving beyond memorization of probability rules, the area model can be useful in making some significant ideas in probability more apparent to students. In particular, area models can help students understand when and why they multiply probabilities and when and why they add probabilities.
What's in a Name? Language Use as a Mirror into Your Teaching Practice
Tracy E. Dobie and Miriam Gamoran Sherin
Language is key to how we understand and describe mathematics teaching and learning. Learning new terms can help us reflect on our practice and grow as teachers, yet may require us to be intentional about where and how we look for opportunities to expand our lexicons.
Asked & Answered
The Asked & Answered department shares excerpts from discussion threads on the online MyNCTM community. In this issue, featured threads highlight responses to members' questions related to mathematical depth in preschool, spiral review in the upper elementary grades, ideas for differentiation in middle school, and projects for high school algebra.