Cases for Mathematics Teacher Educators
Facilitating Conversations about Inequities in Mathematics Classrooms
A volume in the series: The Association of Mathematics Teacher Educators (AMTE) Professional Book Series. Editor(s): Babette M. Benken, CSU Long Beach.
The Association of Mathematics Teacher Educators (AMTE) in its 2015 position paper on Equity in Mathematics Teacher Education provides a list of actions for mathematics teacher educators (MTEâ€™s) to help them develop and implement equitable practices. The position paper states it is critical that mathematics teacher educators: â€œModel equityâ€based pedagogy that emphasizes rich and rigorous mathematics; elicit and build on childrenâ€™s and young adultsâ€™ mathematical thinking; connect to Pâ€12 studentsâ€™ cultural/linguistic knowledge and backgrounds as well as individual interests; facilitate mathematical discourse; minimize status issues by expanding broader participation and engagement where varied mathematical strengths are valued; and promote positive mathematical identity and agency (p. 2)â€.
Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms provides an excellent resource to start conversations describing the enactment of these actions. The book is organized into three main sections: (1) Conversations About Inequities in Mathematics Methods Courses, (2) Conversations About Inequities in Mathematics Content Courses, and (3) Conversations about Inequities in Graduate and Professional Development Contexts. Across these sections there are 19 cases and 57 corresponding commentaries focused on dilemmas that arise when mathematics teacher educators foreground equity in their work. This book of cases provides a needed resource for MTEs to engage prospective teachers, practicing teachers, and future teacher educators in discussions about inequities, privilege, and oppression in society, in schools, and in the mathematics classroom. It is the product of the thinking and experiences of 87 authors who are committed to the improvement of mathematics teacher education.
Foreword, Fran Arbaugh and Christine D. Thomas. Foreword, Christine A Browning. Preface. Facilitating Conversations about Inequities in Mathematics Classrooms, Dorothy Y. White, Sandra Crespo, and Marta Civil. PART I: CONVERSATIONS ABOUT INEQUITIES IN MATHEMATICS METHODS COURSES, Imani Goffney and Sandra Crespo. Addressing Deficit Language in Math Methods: Providing Critical Feedback to Preservice Teachers, Julia Maria Aguirre. Providing Respectful and Abilityâ€Oriented Feedback to Parents: A Commentary on Aguirreâ€™s Case, Monica Gonzalez. Missing in the Numbers: Examination of Teacher and Racial Identities: A Commentary on Aguirreâ€™s Case, Ebony O. McGee. Critical Dialogues to Promote Transformative Learning: A Commentary on Aguirreâ€™s Case, Beatriz Quintos. Understanding White Privilege: When a Good Task Is Not Enough, Kristen Bieda. Acknowledging Personal Perspectives to Build Mathematical Understandings: A Commentary on Biedaâ€™s Case, Cynthia Oropesa Anhalt. The Importance of Context and Nuance in Designing Learning Experiences for Teachers: A Commentary on Biedaâ€™s Case, Erica N. Walker. Supporting Novice Mathematics Teachersâ€™ Racial Consciousness: A Commentary on Biedaâ€™s Case, Craig Willey. Why Are You Asking For These Impossible Math Lessons? Sandra Crespo. Identifying and Supporting the Next Small Step Together: A Commentary on Crespoâ€™s Case, Megan Franke. Equitable Mathematics Teaching for All Students: A Commentary on Crespoâ€™s Case, Christa Jackson. Turning Disappointing Student Emails into Teachable Moments: A Commentary on Crespoâ€™s Case, David W. Stinson. Problematizing Gender: Trepidation and Uncertainty, Carlos Nicolas Gomez and Eric Siy. Using Media to Problematize Gender Stereotypes in the Mathematics Classroom: A Commentary on Gomez and Siyâ€™s Case, Katrina Piatekâ€Jimenez. Problematizing Gender: Learning to Embrace Uncertainty: A Commentary on Gomez and Siyâ€™s Case, Kai Rands. Gender â‰ Sex â‰ Sexual Orientation: A Commentary on Gomez and Siyâ€™s Case, Marcy B. Wood. Challenging and Disrupting Deficit Notions in Our Work with ECE and Elementary Teachers, Courtney Koestler. Weakening Deficit Perspectives with Collective Agency: A Commentary on Koestlerâ€™s Case, Higinio Dominguez. Building Partnerships to Challenge and Disrupt Deficit Views of Students and Communities: A Commentary on Koestlerâ€™s Case, Elham Kazemi. Creating Invitations to Disrupt Deficit Discourses: A Commentary on Koestlerâ€™s Case, Amy Noelle Parks. Case X: Opportunities for Americaâ€™s Youth, Kimberly Melgar and Dan Battey. The Delicate Balance of a Threeâ€Legged Stool: A Commentary on Melgar and Batteyâ€™s Case, Erika C. Bullock. Validating and Contextualizing Preservice Teachersâ€™ Resistance to Social Justice Pedagogy in Mathematics: A Commentary on Melgar and Batteyâ€™s Case, Niral Shah. Conceptions of Equity and Their Impact on Studentsâ€™ Opportunities to Learn Mathematics: A Commentary on Melgar and Batteyâ€™s Case, Marilyn Strutchens. Hearing Mathematical Competence Expressed in Emergent Language, Judit Moschkovich. Teaching Preservice Teachers to Successfully Position English Learners: A Commentary on Moschkovichâ€™s Case, Kathryn B. Chval and Rachel J. Pinnow. Preparing Our New Teachers (and Ourselves) to â€œHear Mathematical Competenceâ€: A Commentary on Moschkovichâ€™s Case, Crystal Kalinecâ€Craig. Positioning, Status, and Power: Framing the Participation of EL Students in Mathematics Discussions for Prospective Teachers: A Commentary on Moschkovichâ€™s Case, Maria del Rosario Zavala. Tracking in a Local Middle School: Do You See What I See? Dorothy Y. White. Unpacking Expectations and Lenses in Mathematics Classroom Observations: A Commentary on Whiteâ€™s Case, Lynette DeAun Guzman. Seeing Isnâ€™t Always Believing: Recognizing Race Dysconciousness in the Preservice Teacher Context: A Commentary on Whiteâ€™s Case, Danny Bernard Martin. Identity, Context, and Conversations About Racism: A Commentary on Whiteâ€™s Case, Joy Oslund. PART II: CONVERSATIONS ABOUT INEQUITIES IN MATHEMATICS CONTENT COURSES, Mathew D. Feltonâ€Koestler and Marta Civil. â€œThis Is Nice But They Need to Learn to Do Things the U.S. Wayâ€: Reactions to Different Algorithms, Marta Civil. When the â€œU.S. Wayâ€ Is Not the Standard! A Commentary on Civilâ€™s Case, Beatriz Dâ€™Ambrosio. Noticing Student Thinking: A Commentary on Civilâ€™s Case, Eileen Murray. Valorization of Knowledge as a Component of Understanding and Building Upon Studentsâ€™ Thinking: A Commentary on Civilâ€™s Case, Randolph A. Philipp. Using Mathematics to Investigate Social and Political Issues: The Case of â€œIllegal Immigration, Mathew D. Feltonâ€Koestler. Tensions and Opportunities When Implementing Social Justice Mathematics Tasks: A Commentary on Feltonâ€Koestlerâ€™s Case, Kyndall Brown. The Need to Be Intentional in the Integration of Social Justice in Mathematics Content Courses: A Commentary on Feltonâ€Koestlerâ€™s Case, Sylvia CeledÃ³nâ€Pattichis. â€œStrategic Intrusionâ€: A Commentary on Feltonâ€Koestlerâ€™s Case, La Mont Terry. Searching for Cohesion in a Mathematics Course for Social Analysis, Jean M. Mistele and Laura J. Jacobsen. Embracing Tensions: A Commentary to Mistele and Jacobsenâ€™s Case, Jessica Pierson Bishop. Less is More: A Commentary on Mistele and Jacobsenâ€™s Case, Anthony Fernandes. Responding to Studentsâ€™ Needs: A Commentary on Mistele and Jacobsenâ€™s Case, William Zahner. Not Called to Action (or Called Upon to Act): Can Social Justice Contexts Have a Lasting Impact on Preservice Teachers? Ksenija Simicâ€Muller. Becoming Political in Mathematics Education Class: A Commentary on Simicâ€Mullerâ€™s Case, Eric (Rico) Gutstein. Teaching Mathematics for Social Justice as Engaging in Joint Action with Students: A Commentary on Simicâ€Mullerâ€™s Case, Arthur B. Powell. Mathematics and Activism: A Commentary on Simicâ€Mullerâ€™s Case, Judith Quander. Who Counts as a Mathematician? Sharon Strickland. Buttons and Mathematicians: A Commentary on Stricklandâ€™s Case, Zandra de Araujo. Broadening Perspectives Through Purposeful Reflection: A Commentary on Stricklandâ€™s Case, Jennifer A. Eli. Doing Mathematics and Being a Mathematician, These May Be Different: A Commentary on Stricklandâ€™s Case, Tod Shockey. PART III: CONVERSATIONS ABOUT INEQUITIES IN GRADUATE AND PROFESSIONALDEVELOPMENT CONTEXTS, Joi A. Spencer and Dorothy Y. White. Are These Two Sides of the Same Coin? Teachersâ€™ Commitment to Culturally Relevant Teaching While Holding Deficit Views of Poor Communities, Tonya Bartell, Lateefah IdDeen, Frieda Parker, and Jodie Novak. Responding to Mathematics Teachersâ€™ Deficit Perspectives About Economically Disadvantaged Students and Their Families: A Commentary on Bartell et al.â€™s Case, Richard Kitchen. Teaching Privilege About Equity: A Commentary on Bartell et al.â€™s Case, Brian R Lawler. What Are We Doing When Understanding Culture Is Not Enough? A Commentary on Bartell et al.â€™s Case, Crystal H. Morton. How Do I Learn to Like This Child So I Can Teach Him Mathematics: The Case of Rebecca, Mary Foote. Examining Interest Convergence and Identity: A Commentary on Footeâ€™s Case, Robert Q. Berry III. Supporting a Teacherâ€™s Shift from Deficits to Funds of Knowledge: A Commentary on Footeâ€™s Case, Maura Varley GutiÃ©rrez. A Commentary on Footeâ€™s Case, Nora G. RamÃrez. Challenging Deficit Language, Imani Masters Goffney. Adjusting Perspectives: A Commentary on Goffneyâ€™s Case, Joel Amidon. Supporting Strengthâ€Based Perspectives and Understandings: A Commentary on Goffneyâ€™s Case, Amy Roth McDuffie. Challenging Mathematics Teachersâ€™ Deficitâ€Language Use: A Commentary on Goffneyâ€™s Case, Eugenia Vomvoridiâ€Ivanovlc. Moving from Addressing Oneâ€™s Target Identity to Addressing Oneâ€™s Nontarget Identities, Beth A. Herbelâ€Eisenmann. Anticipating the Unexpected: Managing a Dilemma During Facilitation of a Social Justice Mathematics Task: A Commentary on Herbelâ€Eisenmannâ€™s Case, Lawrence Clark. Challenging PSTsâ€™ Views and the Inherent Subjectivity While Doing So: A Commentary on Herbelâ€Eisenmannâ€™s Case, Laura McLeman. On Denial and the Search for Explanation: A Commentary on Herbelâ€Eisenmannâ€™s Case, JosÃ© MarÃa MenÃ©ndez. Learning About Students and Communities Using Data and Maps, Laurie H. Rubel. The Frog in the Pan: Developing Critical Awareness in Mathematics Teachers: A Commentary on Rubelâ€™s Case, Rodrigo Jorge GutiÃ©rrez and Alice Cook. Can Mathematics Pave the Road to Social Justice? A Commentary on Rubelâ€™s Case, Robert Klein. Being Students and Teachers of Math and Social Justice: A Commentary on Rubelâ€™s Case, Cynthia Nicol. â€œLet Me Be Your Cultural Resourceâ€: Facilitating Safe Spaces in Professional Development, Anita A. Wager. Opening Spaces in Mathematics Teacher Education: A Commentary on Wagerâ€™s Case, Corey Drake. Nosotras Spaces: Cobuilding Transformational Bridges: A Commentary on Wagerâ€™s Case, Carlos A. LÃ³pez Leiva. Seeing the Problem Before Attempting to Solve It: The Role of Noticing Sociopolitical Narratives in Equityâ€Focused Work: A Commentary on Wagerâ€™s Case, Jennifer M. Langerâ€Osuna. About the Editors.
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