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Mary Q. Foote

When research leads to changes in practice, the theory-practice link is strengthened. However, at times, teachers find it difficult to link educational research to their everyday practice in teaching mathematics. It is with a certain pleasure, then, that I bring you an example of how participation in a research study stimulated a kindergarten teacher to act as a teacher-leader for her grade level. She initiated a project in support of the development of the mathematical thinking of some of the children that kindergarten teachers identified as struggling with mathematics. Their story demonstrates how participation in research provides a platform from which teachers can expand their mathematical teaching practice to support learners, in this case, struggling learners of mathematics.

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Tonya Bartell, Erin E. Turner, Julia Marie Aguirre, Corey Drake, Mary Q. Foote and Amy Roth McDuffie

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.

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Tonya Bartell, Anita Wager, Ann Edwards, Dan Battey, Mary Foote and Joi Spencer

The Common Core State Standards for Mathematics (CCSSM) do not make any promises about the teaching practices that should be used to support students' enactment of the standards. Thus, equity gets framed as achievable through making the standards a goal for all students. We know from research on past reform efforts that standards without explicit (or companion) teaching practices, and teaching practices without explicit attention to equity, will inevitably result in the failure of the standards to achieve goals for students. This commentary provides a framework for future research that hypothesizes research-based equitable mathematics teaching practices in support of the CCSSM's Standards for Mathematical Practice, connecting research, policy, and practice in order to realize the equity potential of the CCSSM.

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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.

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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.