Cases for mathematics teacher educators facilitating conversations about inequities in mathematics classrooms / edited by Dorothy Y. White (University of Georgia), Sandra Crespo (Michigan State University), Marta Civil (The University of Arizona).

Format:

Book

Contributor:

White, Dorothy Y., editor.

Crespo, Sandra, editor.

Civil, Marta, editor.

Series:

AMTE professional book series ; v. 1.

The association of mathematics teacher educators (amte) professional book series ; volume 1

Language:

English

Subjects (All):

Mathematics teachers--Training of.

Mathematics teachers.

Elementary school teachers--Training of.

Elementary school teachers.

Physical Description:

1 online resource (486 pages) : illustrations.

Place of Publication:

Charlotte, North Carolina : Information Age Publishing, Inc., 2016.

Summary:

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 (MTE's) to help them develop and implement equitable practices. The position paper states it is critical that mathematics teacher educators: "Model equity-based pedagogy that emphasizes rich and rigorous mathematics; elicit and build on children's and young adults' mathematical thinking; connect to P-12 students' 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)".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.

Contents:

Foreword / Fran Arbaugh and Christine D. Thomas

Foreword / Christine A. Browning

Preface

Chapter 1. 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

Chapter 2. Addressing deficit language in math methods: Providing critical feedback to preservice teachers / Julia Maria Aguirre

Commentary 1: Providing respectful and ability-oriented feedback to parents: A commentary on aguirre's case / Monica Gonzalez

Commentary 2: Missing in the numbers: Examination of teacher and racial identities: A commentary on Aguirre's case / Ebony O. McGee

Commentary 3: Critical dialogues to promote transformative learning: A commentary on aguirre's case / Beatriz Quintos

Chapter 3. Understanding white privilege: When a good task is not enough / Kristen Bieda

Commentary 1: Acknowledging personal perspectives to build mathematical understandings: a commentary on bieda's case / Cynthia Oropesa Anhalt

Commentary 2: The importance of context and nuance in designing learning experiences for teachers: A commentary on bieda's case / Erica N. Walker

Commentary 3: Supporting novice mathematics teachers' racial consciousness: A commentary on bieda's case / Craig Willey

Chapter 4. Why are you asking for these impossible math lessons? / Sandra Crespo

Commentary 1: Identifying and supporting the next small step together: A commentary on crespo's case / Megan Franke

Commentary 2: Equitable mathematics teaching for all students: A commentary on Crespo's case / Christa Jackson

Commentary 3: Turning disappointing student emails into teachable moments: A commentary on crespo's case / David W. Stinson

Chapter 5. Problematizing gender: Trepidation and uncertainty / Carlos Nicolas Gomez and Eric Siy

Commentary 1: Using media to problematize gender stereotypes in the mathematics classroom: A commentary on gomez and siy's case / Katrina Piatek-Jimenez

Commentary 2: Problematizing gender: Learning to embrace uncertainty: A commentary on gomez and siy's case / Kai Rands

Commentary 3: Gender = sex = sexual orientation: A commentary on gomez and siy's case / Marcy B. Wood

Chapter 6. Challenging and disrupting deficit notions in our work with ece and elementary teachers / Courtney Koestler

Commentary 1: Weakening deficit perspectives with collective agency: A commentary on koestler's case / Higinio Dominguez

Commentary 2: Building partnerships to challenge and disrupt deficit views of students and communities: A commentary on koestler's case / Elham Kazemi

Commentary 3: Creating invitations to disrupt deficit discourses: A commentary on koestler's case / Amy Noelle Parks

Chapter 7. Case X. Opportunities for america's youth / Kimberly Melgar and Dan Battey

Commentary 1: The delicate balance of a three-legged stool: A commentary on melgar and battey's case / Erika C. Bullock

Commentary 2: Validating and contextualizing preservice teachers' resistance to social justice pedagogy in mathematics: A commentary on melgar and battey's case / Niral Shah

Commentary 3: Conceptions of equity and their impact on students' opportunities to learn mathematics: A commentary on melgar and battey's case / Marilyn Strutchens

Chapter 8. Hearing mathematical competence expressed in emergent language / Judit Moschkovich

Commentary 1: Teaching preservice teachers to successfully position English learners: A commentary on moschkovich's case / Kathryn B. Chval and Rachel J. Pinnow

Commentary 2: Preparing our new teachers (and ourselves) to hear mathematical competence: A commentary on moschkovich's case / Crystal Kalinec-Craig

Commentary 3: Positioning, status, and power: Framing the participation of el students in mathematics discussions for prospective teachers: A commentary on moschkovich's case / Maria del Rosario Zavala

Chapter 9. Tracking in a local middle school: Do you see what I see? / Dorothy Y. White

Commentary 1: Unpacking expectations and lenses in mathematics classroom observations: A commentary on white's case / Lynette DeAun Guzman

Commentary 2: Seeing isn't always believing: Recognizing race dysconciousness in the preservice teacher context: A commentary on white's case / Danny Bernard Martin

Commentary 3: Identity, context, and conversations about racism: A commentary on white's case / Joy Oslund

Part II. Conversations about inequities in mathematics content courses / Mathew D. Felton-Koestler And Marta Civil

Chapter 10. This is nice but they need to learn to do things the U.S. Way: Reactions to different algorithms / Marta Civil

Commentary 1: When the U.S. Way is not the standard! A commentary on civil's case / Beatriz D'Ambrosio

Commentary 2: Noticing student thinking: A commentary on civil's case / Eileen Murray

Commentary 3: Valorization of knowledge as a component of understanding and building upon students' thinking: A commentary on civil's case / Randolph A. Philipp

Chapter 11. Using mathematics to investigate social and political issues: The case of illegal immigration / Mathew D. Felton-Koestler

Commentary 1: Tensions and opportunities when implementing social justice mathematics tasks: A commentary on felton-koestler's case / Kyndall Brown

Commentary 2: The need to be intentional in the integration of social justice in mathematics content courses: A commentary on felton-koestler's case / Sylvia Celedón-Pattichis

Commentary 3: Strategic intrusion: A commentary on felton-koestler's case / La Mont Terry

Chapter 12. Searching for cohesion in a mathematics course for social analysis / Jean M. Mistele and Laura J. Jacobsen

Commentary 1: Embracing tensions: A commentary to mistele and jacobsen's case / Jessica Pierson Bishop

Commentary 2: Less is more: A commentary on mistele and jacobsen's case / Anthony Fernandes

Commentary 3: Responding to students' needs: A commentary on mistele and jacobsen's case / William Zahner

Chapter 13. Not called to action (or called upon to act): Can social justice contexts have a lasting impact on preservice teachers? / Ksenija Simic-Muller

Commentary 1: Becoming political in mathematics education class: A commentary on simic-muller's case / Eric (Rico) Gutstein

Commentary 2: Teaching mathematics for social justice as engaging in joint action with students: A commentary on simic-muller's case / Arthur B. Powell

Commentary 3: Mathematics and activism: A commentary on simic-muller's case / Judith Quander

Chapter 14. Who counts as a mathematician? / Sharon Strickland

Commentary 1: Buttons and mathematicians: A commentary on strickland's case / Zandra de Araujo

Commentary 2: Broadening perspectives through purposeful reflection: A commentary on strickland's case / Jennifer A. Eli

Commentary 3: Doing mathematics and being a mathematician, these may be different: A commentary on strickland's case / Tod Shockey

Part III. Conversations about inequities in graduate and professionaldevelopment contexts / Joi A. Spencer And Dorothy Y. White

Chapter 15. Are these two sides of the same coin? Teachers' commitment to culturally relevant teaching while holding deficit views of poor communities / Tonya Bartell, Lateefah IdDeen, Frieda Parker, and Jodie Novak

Commentary 1: Responding to mathematics teachers' deficit perspectives about economically disadvantaged students and their families: A commentary on bartell et al.'s case / Richard Kitchen

Commentary 2: Teaching privilege about equity: A commentary on bartell et al.'s case / Brian R Lawler

Commentary 3: What are we doing when understanding culture is not enough? A commentary on bartell et al.'s case / Crystal H. Morton

Chapter 16. How do I learn to like this child so I can teach him mathematics: The case of rebecca / Mary Foote

Commentary 1: Examining interest convergence and identity: A commentary on foote's case / Robert Q. Berry III

Commentary 2: Supporting a teacher's shift from deficits to funds of knowledge: A commentary on foote's case / Maura Varley Gutiérrez

Commentary 3: A commentary on foote's case / Nora G. Ramírez

Chapter 17. Challenging deficit language / Imani Masters Goffney

Commentary 1: Adjusting perspectives: a commentary on goffney's case / Joel Amidon

Commentary 2: Supporting strength-based perspectives and understandings: A commentary on goffney's case / Amy Roth McDuffie

Commentary 3: Challenging mathematics teachers' deficit-language use: A commentary on goffney's case / Eugenia Vomvoridi-Ivanovlc

Chapter 18. Moving from addressing one's target identity to addressing one's nontarget identities / Beth A. Herbel-Eisenmann

Commentary 1: Anticipating the unexpected: Managing a dilemma during facilitation of a social justice mathematics task: a commentary on herbel-eisenmann's case / Lawrence Clark.

Commentary 2: Challenging PSTs' Views and the Inherent Subjectivity While Doing So: A Commentary on Herbel-Eisenmann's Case / Laura McLeman

Commentary 3: On Denial and the Search for Explanation: A Commentary on Herbel-Eisenmann's Case / José María Menéndez

Chapter 19. Learning About Students and Communities Using Data and Maps / Laurie H. Rubel

Commentary 1: The Frog in the Pan: Developing Critical Awareness in Mathematics Teachers: A Commentary on Rubel's Case / Rodrigo Jorge Gutiérrez and Alice Cook

Commentary 2: Can Mathematics Pave the Road to Social Justice? A Commentary on Rubel's Case / Robert Klein

Commentary 3: Being Students and Teachers of Math and Social Justice: A Commentary on Rubel's Case / Cynthia Nicol

Chapter 20. Let Me Be Your Cultural Resource: Facilitating Safe Spaces in Professional Development / Anita A. Wager

Commentary 1: Opening Spaces in Mathematics Teacher Education: A Commentary on Wager's Case / Corey Drake

Commentary 2: Nosotras Spaces: Cobuilding Transformational Bridges: A Commentary on Wager's Case / Carlos A. López Leiva

Commentary 3: Seeing the Problem Before Attempting to Solve It: The Role of Noticing Sociopolitical Narratives in Equity-Focused Work: A Commentary on Wager's Case / Jennifer M. Langer-Osuna

About the Editors.

Notes:

Includes bibliographical references.

Print version record.

ISBN:

9781681236278

1681236273