Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles. Find detailed department submission guidelines at http://www.nctm.org/WriteForTCM.
Mathew D. Felton-Koestler
Mathew D. Felton-Koestler and Courtney Koestler
Many current and prospective teachers, policy makers, and members of the public view mathematics as neutral and objective, and they expect mathematics teaching and teacher education to be neutral as well. But what would it mean to think of mathematics teacher education as politically neutral? Below we consider some questions that we see as highlighting why mathematics teacher education cannot be neutral. We are not the first to raise these issues, but we appreciate the opportunity to discuss and reflect on them among a community of mathematics teacher educators. Although these questions have always been relevant, we see their importance growing in the face of the increased mathematization of our world and a highly polarized political landscape with a seemingly increased public acceptance of oppressive discourse and actions (Potok, 2017).
Maria L. Hernández, Rachel Levy, Mathew D. Felton-Koestler, and Rose Mary Zbiek
Ideas from the GAIMME report illustrate how teachers can engage students in the modeling process.
Marcy B. Wood, James Sheldon, Mathew D. Felton-Koestler, Joy Oslund, Amy Noelle Parks, Sandra Crespo, and Helen Featherstone
Try these suggestions to increase the mathematical participation of each student.
Marcy B. Wood, James Sheldon, Mathew D. Felton-Koestler, Joy Oslund, Amy Noelle Parks, Sandra Crespo, Helen Featherstone, and Introduction by: Sarah B. Bush
From the Archives highlights articles from NCTM’s legacy journals, as chosen by leaders in mathematics education.