Mathematics Teacher Educator Podcast - Episode 16: Diverge then Converge: A Strategy for Deepening Understanding through Analyzing and Reconciling Contrasting Patterns of Reasoning

Episode 16: Diverge then Converge: A Strategy for Deepening Understanding through Analyzing and Reconciling Contrasting Patterns of Reasoning

06/18/20 • 31 min

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.

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Special Guests: Mariana Levin and Theresa J. Grant.

Special Guests: Mariana Levin and Theresa J. Grant.

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Episode 15: Noticing Aloud: Uncovering Mathematics Teacher Noticing in the Moment

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.

Special Guest: Jen Munson.

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undefined - Episode 17: Editorial: Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going

Episode 17: Editorial: Analyzing Eight Years of Mathematics Teacher Educator Articles: Where We Were, Where We Are, and Where We Are Going

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.

Special Guests: Karen Hollebrands, and Valerie Faulkner.