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Mathematics Teacher Educator Podcast

Mathematics Teacher Educator Podcast

Eva Thanheiser

The Mathematics Teacher Educator Podcast accompanies the Mathematics Teacher Educator Journal and co-sponsored by the Association of Mathematics Teacher Educators and the National Council of Teachers of Mathematics
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Top 10 Mathematics Teacher Educator Podcast Episodes

Goodpods has curated a list of the 10 best Mathematics Teacher Educator Podcast episodes, ranked by the number of listens and likes each episode have garnered from our listeners. If you are listening to Mathematics Teacher Educator Podcast for the first time, there's no better place to start than with one of these standout episodes. If you are a fan of the show, vote for your favorite Mathematics Teacher Educator Podcast episode by adding your comments to the episode page.

The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.

Special Guests: Anne Marie Marshall, Joel Amidon, and Rebecca E. Smith.

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One goal in teacher education is to prepare prospective teachers (PTs) for a career of systematic reflection and learning from their own teaching. One important skill involved in systematic reflection, which has received little research attention, is linking teaching actions with their outcomes on student learning; such links have been termed hypotheses. We developed an assessment task to investigate PTs’ ability to create such hypotheses, prior to instruction. PTs (N = 16) each read a mathematics lesson transcript and then responded to four question prompts. The four prompts were designed to vary along research-based criteria to examine whether different contexts influenced PTs’ enactment of their hypothesizing skills. Results suggest that the assessment did capture PTs’ hypothesizing ability and that there is room for teacher educators to help PTs develop better hypothesis skills. Additional analysis of the assessment task showed that the type of question prompt used had only minimal effect on PTs’ responses.

If you have enjoyed listening to this podcast and are interested in ohter episodes you can see all episodes listed on this website or search by categries at https://evathanheiser.wordpress.com/podcasts/

Special Guests: Christine Phelps-Gregory and Sandy M. Spitzer.

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In this article we detail a research study using the Instructional Quality Assessment (IQA) Rubrics (Boston, 2012) as the frame for a professional development with mathematics teachers in grades 3-8. We wanted to create a professional development around a tool that was typically used in research as a way to observe teachers,
as a tool to use with teachers on their reflection of instruction. In this study we share both the researchers’ and teachers’ perspectives of affordances and constraints of the professional development and observational rubrics.

Special Guests: Amber Candella and Melissa Boston.

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This article details the development of design principles to support teachers in planning for a Community-Based Mathematical Modeling task with a focus on social justice in the elementary grades. By reflecting on the dilemmas we encountered in the design and enactment of the tasks, we developed five design principles that allowed us to address issues of social justice as well as attend to powerful mathematical ideas to bring awareness and take action around a local problem. Through our article, we hope to share with mathematics teacher educators
design principles to help plan for tasks with pre- and in-service teachers that prioritize connecting mathematics to social issues and empower both teachers and students to take action to make a positive impact in the community.

Special Guests: Holly Nicole Tate and Jennifer Suh.

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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 (Bieda, 2016). 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.

If you have enjoyed listening to this podcast and are interested in ohter episodes you can see all episodes listed on this website or search by categries at https://evathanheiser.wordpress.com/podcasts/

Special Guests: Karen Hollebrands, and Valerie Faulkner.

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One of the challenges of teaching content courses for prospective elementary teachers (PTs) is engaging PTs in deepening their conceptual understanding of mathematics they feel they already know (Thanheiser, Philipp, Fasteen, Strand, & Mills, 2013). We introduce the Diverge then Converge strategy for orchestrating mathematical discussions that we claim (1) engenders sustained engagement with a central conceptual issue and (2) supports a deeper understanding of the issue by engaging PTs in considering both correct and incorrect reasoning. We describe a recent implementation of the strategy and present an analysis of students’ written responses that are coordinated with the phases of the discussion. We close by considering conditions under which the strategy appears particularly relevant, factors that appear to influence its effectiveness, and questions for future research.

If you have enjoyed listening to this podcast and are interested in ohter episodes you can see all episodes listed on this website or search by categries at https://evathanheiser.wordpress.com/podcasts/

Special Guests: Mariana Levin and Theresa J. Grant.

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Mathematics Teacher Educator Podcast - Episode 15: Noticing Aloud: Uncovering Mathematics Teacher Noticing in the Moment
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05/28/20 • 23 min

Understanding mathematics teacher noticing has been the focus of a growing body of research, in which student work and classroom videos are often used as artifacts for surfacing teachers’ cognitive processes. However, what teachers notice through reflecting on artifacts of teaching may not be parallel to what they notice in the complex and demanding environment of the classroom. This article used a new technique, side-by-side coaching, to uncover teacher noticing in the moment of instruction. There were 21 instances of noticing aloud during side by side coaching which were analyzed and classified, yielding 6 types of teacher noticing aloud, including instances in which teachers expressed confidence, struggle, and wonder. Implications for coaching and future research on teacher noticing are discussed.

If you have enjoyed listening to this podcast and are interested in ohter episodes you can see all episodes listed on this website or search by categries at https://evathanheiser.wordpress.com/podcasts/

Special Guest: Jen Munson.

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Formative assessment helps teachers make effective instructional decisions to support students to learn mathematics. Yet, many teachers struggle to effectively use formative assessment to support student learning. Therefore, teacher educators must find ways to support teachers to use formative assessment to inform instruction. This case study documents shifts in teachers’ views and reported use of formative assessment that took place as they engaged in professional development (PD). The PD design considered the formative assessment cycle (Otero, 2006; Popham, 2008) and embedded it within a pedagogical framework (Lamberg, 2013, in press) that took into account the process of mathematics planning and teaching while supporting teachers to learn math content. Teachers restructured their definition of student understanding, which influenced how they interpreted student work and made instructional decisions. Teachers’ pre-PD instructional decisions focused on looking for right and wrong answers to determine mastery and focused on pacing decisions. Their post-PD decisions focused on student thinking and adapting teaching to support student thinking and learning. Implications for PD to support teachers to use formative assessment and research are discussed.

If you have enjoyed listening to this podcast and are interested in ohter episodes you can see all episodes listed on this website or search by categries at https://evathanheiser.wordpress.com/podcasts/

Special Guests: Linda Gillette-Koyen and Teruni Lamberg.

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Mathematics Teacher Educators (MTEs) help preservice teachers in transitioning from students to teachers of mathematics. They support PSTs in shifting what they notice and envision to align with the collective vision encoded in the AMTE and NCTM standards. This study analyzes drawings and descriptions completed at the beginning and end of a one-year teacher education program—snapshots depicting optimized visions of teaching and learning mathematics. This study analyzed drawings-and-descriptions by cohort and by participants. The findings suggest that the task can be used as formative assessment to inform supports for specific PSTs such as choosing a cooperating teacher or coursework that challenges problematic beliefs. It can also be used as summative assessment to inform revision of coursework for the next cohort.

If you have enjoyed listening to this podcast and are interested in ohter episodes you can see all episodes listed on this website or search by categries at https://evathanheiser.wordpress.com/podcasts/

Special Guest: Jennifer Ruef.

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Mathematics Teacher Educator Podcast - Episode 2: Using Narrative Writing to Learn What Beginning Teachers Notice
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02/02/19 • 27 min

This article shares the authors’ use of written teaching replays as part of a professional development experience for beginning secondary mathematics teachers. This form of narrative writing is inspired by Horn’s (2010) descriptions of teachers sharing their practice in professional learning communities. In this study, written teaching replays are used to gain insights about what beginning teachers noticed about their teaching practice and whether these noticings highlighted dilemmas or successes in their teaching practice. The analysis of teaching replays indicated that, despite being in their first years of teaching, these beginning teachers’ narrative writings focused least on management issues. Instead, the writings had a strong focus on mathematics or teaching mathematics as well as on social issues within their classrooms. These findings counter the research literature that suggests beginning teachers are overwhelmingly concerned with classroom management. The authors conclude with their reflections on the potential of this form of narrative writing for beginning teachers and how it could be used by other mathematics educators.

If you have enjoyed listening to this podcast and are interested in ohter episodes you can see all episodes listed on this website or search by categries at https://evathanheiser.wordpress.com/podcasts/

Special Guests: Kimberly Masloski and Rachael Brown.

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FAQ

How many episodes does Mathematics Teacher Educator Podcast have?

Mathematics Teacher Educator Podcast currently has 57 episodes available.

What topics does Mathematics Teacher Educator Podcast cover?

The podcast is about Mathematics, Teaching, Podcasts, Education, Science and Math.

What is the most popular episode on Mathematics Teacher Educator Podcast?

The episode title 'Episode 16: Diverge then Converge: A Strategy for Deepening Understanding through Analyzing and Reconciling Contrasting Patterns of Reasoning' is the most popular.

What is the average episode length on Mathematics Teacher Educator Podcast?

The average episode length on Mathematics Teacher Educator Podcast is 30 minutes.

How often are episodes of Mathematics Teacher Educator Podcast released?

Episodes of Mathematics Teacher Educator Podcast are typically released every 9 days.

When was the first episode of Mathematics Teacher Educator Podcast?

The first episode of Mathematics Teacher Educator Podcast was released on Jan 30, 2019.

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