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Teaching Is a Journey: Evolving Mathematician

Taajah Felder Witherspoon

Math mentors, challenging math problems, and empowered students are crucial for math growth in both students and educators.

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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

Build a classroom community by building representations and visualizations of data related to students’ names.

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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.

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Your Role in Students’ Stories

Pamela A. Seda

Ear to the Ground features voices from several corners of the mathematics education world.

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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.

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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.

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Math-Inspired Artwork

Alessandra King, Sophia Ouanes, and Claire Doh

Students and teachers enjoy exploring the boundaries between mathematics and art.

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“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.

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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.

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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.