This multimethod study draws on theories of teacher care, dispositions, and culturally relevant pedagogy to examine how 12 urban mathematics teachers’ perceptions of their own care practices align with their Black and Latinx students’ (n = 321) sense of connectedness in the mathematics classroom. A qualitative analysis of in-depth interviews with the teachers established three typologies of care: empathetic, transactional, and blended. A questionnaire measure of mathematics classroom connectedness revealed that students in classrooms led by teachers who enacted an empathetic caring pedagogy were more likely to agree that their teachers provided emotional support, their classroom felt like a family, and their contributions were valued in class. Furthermore, students’ sense of classroom connectedness mediated the link between teacher care and the students’ perceived value and relevance of mathematics.
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Tanya Maloney and Jamaal Sharif Matthews
Carole E. Greenes
After reviewing the positive and negative impacts of past frameworks, new curricula, instructional methods, and assessment strategies, the author makes recommendations for the next mathematics education movement.
Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer and James Hiebert
Kien H. Lim
The hammer-and-nail phenomenon highlights human tendency to approach a problem using a tool with which one is familiar instead of analyzing the problem. Pedagogical suggestions are offered to help students minimize their mathematical impulsivity, cultivate an analytic disposition, and develop conceptual understanding.
Heather West, Emily Elrod, Karen Hollebrands, and Valerie Faulkner
In this editorial, an analysis of articles published in the Mathematics Teacher Educator journal (MTE) from 2012 to 2020, which describes the knowledge base for mathematics teacher educators addressed by MTE authors, is presented. This analysis builds on similar work conducted four years ago (). These more recent findings demonstrate that articles focusing on teacher knowledge; mathematical content; student thinking and reasoning; and models of teacher preparation or in-service professional development (PD) have been the most frequently published in MTE. In contrast, a limited number of articles have focused on discourse; diversity, equity, and language; technology; and methods of research. This examination allows us to assess as a community where we were, where we are, and where we might go in the future.
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 enrichment and differentiation in the elementary grades, equivalent equations in the middle grades, and assessment retakes in high school.
Jerome A. White
Inspired by the “Batman Equation” of 2011, this article presents a challenging and engaging process for graphing complicated designs from just a single parametric equation pair. Reinforces numerous analytic geometry skills. Works in popular graphing software such as Desmos or GeoGebra, or even graphing calculators.
Crystal Kalinec-Craig and Rose Ann Robles
The article describes how one fifth-grade teacher helped her students to exercise their Rights of the Learner (e.g., to be confused; to claim a mistake; to speak, listen, and be heard; and to write, do, and represent what makes sense) as they learned to graph and interpret non-linear data.
Kimberly A. Conner
By having students practice constructing diagrams for geometric theorems, teachers can develop students' understanding of mathematical claims, vocabulary, and notation methods. This practice can also strengthen students' ability to interpret mathematical diagrams and recognize their limitations.
Jennifer N. Lovett, Allison W. McCulloch, Lara K. Dick and Charity Cayton
In this article, we present a set of design principles to guide the development of instructional materials aimed to support preservice secondary mathematics teachers (PSMTs) examining student practices in technology-mediated environments. To develop design principles, we drew on the literature related to technological pedagogical content knowledge (TPACK; ), video cases as learning objects (), and professional noticing (). After presenting the design principles, we share a task created using these design principles. Finally, we share PSMTs’ reflections about changes in their own understanding after examining students’ practices. Their responses provide insights into the usefulness of the design principles for deepening PSMTs’ mathematical knowledge and knowledge of students’ understanding, thinking, and learning with technology.