Mathematics Teacher Educators (MTEs) help preservice teachers in transitioning from students to teachers of mathematics. They support PSTs in shifting what they notice and envision to align with the collective vision encoded in the AMTE and NCTM standards. This study analyzes drawings and descriptions completed at the beginning and end of a one-year teacher education program—snapshots depicting optimized visions of teaching and learning mathematics. This study analyzed drawings-and-descriptions by cohort and by participants. The findings suggest that the task can be used as formative assessment to inform supports for specific PSTs such as choosing a cooperating teacher or coursework that challenges problematic beliefs. It can also be used as summative assessment to inform revision of coursework for the next cohort.
What does it mean to be “good-at-math,” and how is it determined? defined the normative identity of mathematics classrooms as the obligations that students must meet to be considered good-at-math. Obligations are negotiated between teachers and students through series of bids. Normative identities reveal distributions of agency and authority within classrooms, which affect learning opportunities for students. Traditionally, mathematics teachers held the predominance of agency and authority in classrooms. Research supports shifting toward more equitable teaching and learning (e.g., ). Clear examples of enacting and supporting changes are helpful. This article shares how sixth-grade students and their teacher co-constructed good-at-math to invite and obligate students to become active agents in mathematical argumentation.