Chris R. Cain and Valerie N. Faulkner
To help children understand the concrete concept that an abstract orthographic symbol represents, let's apply the same strategies we use for teaching background knowledge in reading.
Heather West, Emily Elrod, Karen Hollebrands,, and Valerie Faulkner
In this editorial, an analysis of articles published in the Mathematics Teacher Educator journal (MTE) from 2012 to 2020, which describes the knowledge base for mathematics teacher educators addressed by MTE authors, is presented. This analysis builds on similar work conducted four years ago (). These more recent findings demonstrate that articles focusing on teacher knowledge; mathematical content; student thinking and reasoning; and models of teacher preparation or in-service professional development (PD) have been the most frequently published in MTE. In contrast, a limited number of articles have focused on discourse; diversity, equity, and language; technology; and methods of research. This examination allows us to assess as a community where we were, where we are, and where we might go in the future.
Karen Hollebrands, Heather West, Emily Elrod, and Valerie Faulkner
Emily Elrod, Heather West, Karen F. Hollebrands,, and Valerie Faulkner
The Mathematics Teacher Educator journal is co-sponsored by the National Council of Teachers of Mathematics and the Association of Mathematics Teacher Educators. In June, both organizations released statements that call for mathematics teachers and mathematics teacher educators (MTEs) to “engage in anti-racist and trauma-informed education in our daily practices as processes of learning and adjustments” () and to “actively work to be anti-racist in our acts of teaching, research, and service” (). This editorial highlights equity-related interventions and tools that can be implemented by MTEs. We reiterate statements made by NCTM and AMTE, describe key features of interventions and tools, and share equity-related resources published in the journal for MTEs to use with teachers.
Valerie N. Faulkner, Lee V. Stiff, Patricia L. Marshall, John Nietfeld, and Cathy L. Crossland
This study is a longitudinal look at the different mathematics placement profiles of Black students and White students from late elementary school through 8th grade. Results revealed that Black students had reduced odds of being placed in algebra by the time they entered 8th grade even after controlling for performance in mathematics. An important implication of this study is that placement recommendations must be monitored to ensure that high-achieving students are placed appropriately, regardless of racial background.