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.
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Joel Amidon, Anne Marie Marshall, and Rebecca E. Smith
Christine Andrews-Larson, Jonee Wilson, Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover
Support students in developing contextual reasoning about integer subtraction.
Jody Guarino and Sara Manseau
Read about Diego, a kindergarten student, as he develops his mathematical identity and competency.
Alessandra King, Sophia Ouanes, and Claire Doh
Students and teachers enjoy exploring the boundaries between mathematics and art.
Janice Novakowski
Mathematical storytelling is a way for young children to make connections between mathematics and their lives. The practices of using equations and materials are shared as sparks for mathematical storytelling.
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.
Kate Roscioli and Jennifer Suh
Learn how to engage students in geometry concepts through a real-world task that leverages GeoGebra to provide students with generalization and authorship opportunities.
Karen C. Fuson and Steve Leinwand
The power of Number Talks and extensions that can build to an equitable Math Talk Classroom
T. Royce Olarte and Sarah A. Roberts
Teachers can implement a mathematics language routine within in-person/hybrid and remote instructional contexts.
