Mathematics Teacher Educator Podcast - 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

06/29/20 • 34 min

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.

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Special Guests: Karen Hollebrands, and Valerie Faulkner.

Special Guests: Karen Hollebrands, and Valerie Faulkner.

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undefined - 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

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.

Special Guests: Mariana Levin and Theresa J. Grant.

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Episode 18: Design Principles for Examining Student Practices in a Technology-Mediated Environment

In this article, we present a set of design principles to guide the development of
instructional materials aimed to support preservice secondary mathematics teachers
(PSMTs) examining student practices in technology-mediated environments. To
develop design principles, we drew on the literature related to technological
pedagogical content knowledge (TPACK; Niess, 2005), video cases as learning objects
(Sherin & van Es, 2005), and professional noticing (Jacobs, et al., 2010). After presenting
the design principles, we share a task created using these design principles. Finally, we
share PSMTs’ reflections about changes in their own understanding after examining
students’ practices. Their responses provide insights into the usefulness of the
design principles for deepening PSMTs’ mathematical knowledge and knowledge
of students’ understanding, thinking, and learning with technology.

Special Guests: Allison W. McCulloch,, Charity Cayton, Jennifer N. Lovett, and Lara K. Dick.