This department publishes brief news articles, announcements, and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education.
Tonya Bartell, Erin E. Turner, Julia Marie Aguirre, Corey Drake, Mary Q. Foote and Amy Roth McDuffie
Corey Drake, Tonia J. Land, Tonya Gau Bartell, Julia M. Aguirre, Mary Q. Foote, Amy Roth McDuffie and Erin E. Turner
Make these small adjustments to your syllabus and watch spaces open to connect to children's multiple mathematical knowledge bases.
Julia M. Aguirre, Cynthia O. Anhalt, Ricardo Cortez, Erin E. Turner and Ksenija Simic-Muller
Two major challenges in mathematics teacher education are developing teacher understanding of (a) culturally responsive, social justice–oriented mathematics pedagogies and (b) mathematical modeling as a content and practice standard of mathematics. Although these challenges may seem disparate, the innovation described in this article is designed to address both challenges in synergistic ways. The innovation focuses on a mathematical modeling task related to the ongoing water crisis in Flint, Michigan. Through qualitative analysis of instructor field notes, teachergenerated mathematical models, and teacher survey responses, we found that teachers who participated in the Flint Water Task (FWT) engaged in mathematical modeling and critical discussions about social and environmental justice. The evidence suggests that integrating these 2 foci–by using mathematical modeling to investigate and analyze important social justice issues–can be a high-leverage practice for mathematics teacher educators committed to equity-based mathematics education. Implications for integrating social justice and mathematical modeling in preservice and in-service mathematics teacher education are discussed.
Amy Roth McDuffie, Mary Q. Foote, Corey Drake, Erin Turner, Julia Aguirre, Tonya Gau Bartell and Catherine Bolson
Mathematics teacher educators (MTEs) designed and studied a video analysis activity intended to support prospective teachers (PSTs) in learning to notice equitable instructional practices. PSTs from 4 sites (N = 73) engaged in the activity 4 to 5 times during the semester, using a set of 4 “lenses” to analyze teaching and learning as shown in videos. In an earlier analysis of this activity, we found that PSTs increased their depth and expanded their foci in noticing equitable instructional practices (Roth McDuf_ e et al., 2013). In this analysis, we shift the focus to our work as MTEs: We examine our decisions and moves in facilitating the video analysis activity with a focus on equity, and we discuss implications for other MTEs.
Julia Aguirre, Beth Herbel-Eisenmann, Sylvia Celedón-Pattichis, Marta Civil, Trena Wilkerson, Michelle Stephan, Stephen Pape and Douglas H. Clements
In 2005, the NCTM Research Committee devoted its commentary to exploring how mathematics education research might contribute to a better understanding of equity in school mathematics education (Gutstein et al., 2005). In that commentary, the concept of equity included both conditions and outcomes of learning. Although multiple definitions of equity exist, the authors of that commentary expressed it this way: “The main issue for us is how mathematics education research can contribute to understanding the causes and effects of inequity, as well as the strategies that effectively reduce undesirable inequities of experience and achievement in mathematics education” (p. 94). That research commentary brought to the foreground important questions one might ask about equity in school mathematics and some of the complexities associated with doing that work. It also addressed how mathematics education researchers (MERs) could bring a “critical equity lens” (p. 95, hereafter referred to as an “equity lens”) to the research they do. Fast forward 10 years to now: Where is the mathematics education researcher (MER) community in terms of including an equity lens in mathematics education research? Gutiérrez (2010/2013) argued that a sociopolitical turn in mathematics education enables us to ask and answer harder, more complex questions that include issues of identity, agency, power, and sociocultural and political contexts of mathematics, learning, and teaching. A sociopolitical approach allows us to see the historical legacy of mathematics as a tool of oppression as well as a product of our humanity.