Ear to the Ground features voices from several corners of the mathematics education world.
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Christine Andrews-Larson, Jonee Wilson, Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover
Support students in developing contextual reasoning about integer subtraction.
Lindsay M. Keazer and Kathleen T. Nolan
Ear to the Ground features voices from several corners of the mathematics education world.
Alessandra King, Sophia Ouanes, and Claire Doh
Students and teachers enjoy exploring the boundaries between mathematics and art.
Liza Bondurant and Daniel Reinholz
This article focuses on using simulations of practice in teacher education. We studied preservice teachers’ engagement with a popular simulations platform, which creates mixed-reality simulations of five digital avatars controlled by a single live interactor. Because simulations are only an approximation of real practice, our overarching goal was to understand how mathematical stereotypes might arise in simulated spaces. We used Discourse analysis to classify the stereotypes present and the EQUIP observation tool to understand how PTs made participation opportunities available. We found that the simulations might have perpetuated overtly racist and sexist stereotypes and that negatively stereotyped students were afforded lower-quality opportunities to participate. We discuss how to mitigate potential harm caused and offer guidance for redesigning more equitable and antiracist simulations. Our goal is to raise critical questions for our field around the use of simulations of practice.
Timothy L. Weekes
This department provides a space for current and past PK-12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Sunghwan Byun, Niral Shah, and Daniel Reinholz
We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.
Oyemolade Osibodu, Sunghwan Byun, Victoria Hand, and Carlos LópezLeiva
Mathematics education researchers concerned with justice and rehumanizing mathematics education are increasingly calling for research that takes seriously the values, commitments, and voices of the communities for which the research is most consequential. Exclusion of or superficial engagement with these perspectives and experiences in research and design processes have perpetuated deficit perspectives of minoritized communities, rendering them simply the object of reform efforts. Consequently, this Research Commentary conceptualizes a participatory turn in mathematics education research, offering a set of commitments that guide and examine the possibilities and tensions of such a turn.
Toni L. Amarel and Megan H. Wickstrom
What tales would your students tell about their mathematical experiences? In this article, we describe a task, The Math Metaphor, and how it was utilized in a high school classroom as a window to explore students’ experiences with mathematics.
Ricardo Martinez and Ji Yeong I
Ear to the Ground features voices from serveral corners of the mathematics education world.
