Podcasts about mathematics teacher education

Learning to teach math teachers better with Dr. Gina Wilson, Knowles Teacher Initiative Program Officer of Teacher Development and Dr. Ayanna Perry, Director of Outreach and Dissemination, as we discuss supporting early career mathematics teachers and the professional development of teachers outside of higher education. Links from the episode Knowles Teacher Initiative (https://knowlesteachers.org/) Knowles Teaching Fellowship (https://knowlesteachers.org/teaching-fellowship) Knowles Academy (https://knowlesteachers.org/professional-learning) Knowles Annual Conference (https://knowlesteachers.org/annual-conference) Five to Thrive Series from Corwin (https://www.corwin.com/landing-pages/five-to-thrive-series?srsltid=AfmBOooIErSKqgBQnpGPBSfApHlKXHdCVHQTzCibmd8OdhLstekAxbi1) The Art of Coaching: Effective Strategies for School Transformation (https://www.google.com/books/edition/The_Art_of_Coaching/m_kZ7eO2q9UC?hl=en&gbpv=0) Mathematics Teacher Education Partnership (https://linktr.ee/mtep2.0) Special Guests: Ayanna Perry and Gina Wilson.

Learning to teach math teachers better with Dr. Farshid Safi, K-12 Math Educator, Associate Director for Teaching and Service and Associate Professor in the School of Teacher Education at the University of Central Florida, as well as the President of the Association of Mathematics Teacher Educators. We discuss with Farshid the upcoming 2026 conference and how AMTE is continuing to live out its mission and position statements. Links from the episode AMTE Mission and Long Term Goals (https://amte.net/about) AMTE Position Statements (https://amte.net/positions) 2026 AMTE Annual Conference in Portland, OR (https://amte.net/content/2026-annual-amte-conference) Teaching Math Teaching Episode 47 - Farshid Safi: Sense-Making and Adjusting (https://www.teachingmathteachingpodcast.com/47) AMTE Awards (https://amte.net/about/awards) AMTE Affiliate Directory (https://amte.net/affiliates/directory) The Transition Years Podcast Series (https://amidonplanet.com/transitionyears/) Poem by Sa'adi (Persia, 13th Century), translation by M. Aryanpoor: (https://englisifarsi.com/blogs/news/saadi-poem-placed-at-the-entrance-of-the-united-nations-building-nyc?srsltid=AfmBOoqxtVuKuujoDjYmmZFUbQRLcooEftjkEu7Au3saKYc-57oq0rjE) Human beings are members of a whole, In creation of one essence and soul. If one member is afflicted with pain, Other members uneasy will remain. If you've no sympathy for human pain, The name of human you cannot retain! Special Guest: Farshid Safi.

Learning to teach math teachers better with Dr. Karen Karp, as she shares her experiences and advice on being a mathematics teacher educator. She also shares her work at the intersection of special education and mathematics education, and opportunities for professional growth through the Mathematics Education Trust. Links from the Episode Karen Karp's Website (https://www.mathbykarp.com/) Mathematics Education Trust (MET) Grants and Awards website (https://www.nctm.org/Grants/) NCTM MET Grant information for all audiences -- PDF (https://docs.google.com/document/d/1aLVMJ1TZeNo0p7i1PMfCuoijhTEZvJJS/edit?usp=drive_link&ouid=110880504059106616777&rtpof=true&sd=true) NCTM MET Grant Information for MTEs – PDF (https://drive.google.com/file/d/12Fquw1IvU8h2POtQjPwMrie_UgrCg9IQ/view?usp=drive_link) MET Spring Grants Webinar (https://www.nctm.org/online-learning/Webinars/Details/746) MET Lifetime Achievement Award (https://www.nctm.org/Grants-and-Awards/Lifetime-Achievement-Award/) Donate to MET! (https://www.nctm.org/Donate/) Karp, K., Fennell, F., Kobett, B., Andrews, D. Knighten, L. & Suh, J. (In press for September 2025) Proactive Mathematics Interventions: Priming for Success through Engaging Tasks and Purposeful Design for Grades 2-5. Corwin. NCTM Annual Preconference Institute – Wednesday, October 15, 2025 Developing Proactive Interventions that Engage – Priming Students for Success Grades 1-5 This all-day institute focuses on planning and implementing proactive interventions for students with disabilities or significant learning gaps in grades 1-5. Using evidence-based strategies such as concrete/semi-concrete/abstract (CSA), participants will learn how to help students develop a balanced understanding of mathematics concepts and skills with a focus on number and operations and algebraic thinking. A new model called Priming will be shared and participants will experience classroom-tested tasks that create robust learning opportunities and avoid the “teaching as telling” approach. Resources and instructional strategies shared will support lasting learning by building from students' strengths and avoiding “rules that expire.” Elementary and Middle School Mathematics: Teaching Developmentally, 11th edition The Van de Walle, Karp, and Bay Williams Mathematics Methods Book – just won the 2025 Textbook & Academic Authors Association (TAA) McGuffey Longevity Award (https://www.pearson.com/en-us/subject-catalog/p/elementary-and-middle-school-mathematics-teaching-developmentally/P200000001979/9780136818038?srsltid=AfmBOoqnu0BFDZvgYXYhYK8Z9nAmNyOMkinVhnH1N5eXfS1BnewE9yfr) The Math Pact Series with Sarah Bush and Barbara Dougherty (https://www.nctm.org/store/mathpact/) AMTE Community Circles (https://amte.net/content/amte-community-circles) Special Guest: Karen Karp.

Learning to teach math teachers better with Dr. Elham Kazemi, Professor in the College of Education at the University of Washington, as she shares her advice and expertise on being a mathematics teacher educator, and her perspective on helping educational leaders make space for good mathematics teaching to happen in schools. Links from the episode: Elham's Faculty page at the University of Washington (https://education.uw.edu/about/directory/elham-kazemi) TMT Episode 99: Rodrigo Gutiérrez and Melissa Hosten: Being Responsive and Engaged to Elevate the Work of Math Teachers (https://www.teachingmathteachingpodcast.com/99) Megan Franke's Math Ed Podcast episode (https://www.podomatic.com/podcasts/mathed/episodes/2014-03-14T09_11_46-07_00) Learning Together: Organizing Schools for Teacher and Student Learning by Elham Kazemi, Jessica Calabrese, Teresa Lind, Becca Lewis, Alison Fox Resnick and Lynsey K. Gibbons (https://hep.gse.harvard.edu/9781682539194/learning-together/) Intentional Talk: How to Structure and Lead Productive Mathematical Discussions By Elham Kazemi, Allison Hintz (2nd Edition Coming Soon) (https://www.routledge.com/Intentional-Talk-How-to-Structure-and-Lead-Productive-Mathematical-Discussions/Kazemi-Hintz/p/book/9781571109767?srsltid=AfmBOookJh-vCReUrhraOvIKmraXQFl0YPMzqzJGGJwR3g_Wu_unBcEC) Yeh, C., Rigby, L., Huerta, S., & Engelhard, C. (2024). Culturally sustaining universal design for mathematics learning. Mathematics Teacher: Learning and Teaching PK-12, 117, 792-801. https://doi.org/10.5951/MTLT.2023.0364 Lincoln-Moore, C., Howse, T., Strong, J., Jones, S., Seda, P., Kebreab. L. (2024, September 23). Black Womxn in Mathematics Education (BWXME) presents Teach and Think like a BLACK Woman: Learning How to Engage and Connect with Marginalized Students [Conference presentation]. National Council of Supervisors of Mathematics (NCSM). Chicago, IL, United States. Lampert, M. (2001). Teaching Problems and the Problems of Teaching. Yale University Press. http://www.jstor.org/stable/j.ctt32bpsx Slow Productivity: The Lost Art of Accomplishment without Burnout by Cal Newport (https://calnewport.com/my-new-book-slow-productivity/) Teachers Empowered to Advance Change in Mathematics Project (TEACH Math Project) (https://teachmath.info/) Teacher Education by Design (https://tedd.org/) Upcoming talk at TERC https://www.terc.edu/mathequityforum/past-events/

Learning to teach mathematics teachers better with Dr. Daniel Edelen, Assistant Professor in the College of Education & Human Development at Georgia State University, as he shares strategies and mindsets for recognizing the brilliance of young children, centering them and their experiences, and developing empathy as a teacher and teacher educator. He is an ethnographer who is passionate about understanding how children understand, create, and navigate authority, autonomy, and agency in the classroom, particularly in settings where the content relates to STEM and STEAM. Show notes: Authority Research The social construction of authorities: An interactional ethnographic examination of positional legitimacy (https://doi.org/10.1016/j.linged.2023.101177) Authority and positionings in elementary mathematics: An interactional ethnographic approach (https://doi.org/10.1016/j.lcsi.2024.100866) Untangling Classroom Positionings: An Instrumental Case Unpacking Positioning Theory in Mathematics Education (https://www.tandfonline.com/doi/full/10.1080/19477503.2022.2038470) STEM/STEAM STEM Rocks Research Collective (https://www.mdpi.com/2227-7102/14/9/947) Elementary students' STEAM perceptions: Extending frames of reference through transformative learning experiences (https://www.journals.uchicago.edu/doi/abs/10.1086/708642) Moving toward shared realities through empathy in mathematical modeling: An ecological systems theory approach (https://doi.org/10.1111/ssm.12395) Humanistic STE(A)M instruction through empathy: leveraging design thinking to improve society (https://doi.org/10.1080/1554480X.2022.2147937) “No, This Is Not My Boyfriend's Computer”: Elevating the Voices of Youth in STEM Education Research Leveraging Photo-Elicitation (https://link.springer.com/article/10.1007/s41979-024-00118-z) Centering Students in Transdisciplinary STEAM Using Positioning Theory (https://ejrsme.icrsme.com/article/view/21861) Special Guest: Daniel Edelen.

Learning to teach math teachers better by engaging in a roundtable discussion around the Opening Session of the Annual Conference of the Association of Mathematics Teacher Educators, featuring Beth Herbel-Eisenmann, Nicol Howard, Lateefah Id-Deen, Carlos LópezLeiva, and Farshid Safi, titled “Moving Beyond Transactional Relationships in Educational Spaces.” Links from the episode: Service, Teaching, & Research (STaR) in Mathematics Education: Supporting Early Career Professionals (STaR Fellows Program) (https://amte.net/star) Support the STaR program and other opportunities for promoting mathematics teacher education from AMTE (https://amte.memberclicks.net/index.php?option=com_mcform&view=ngforms&id=2196874#!/) AMTE Community Circles (https://amte.net/content/amte-community-circles) AMTE Volunteer Form (https://amte.net/form/volunteer) Naomi Jessup

Learning to teach math teachers better with Dr. Joi Spencer, Dean of the School of Education at the University of California, Riverside. as we discuss her experience and expertise as a math teacher educator, her long running STEAM Academy, and her book, Anti-Blackness at School: Creating Affirming Educational Spaces for African American Students. Links from the episode STEAM Academy (https://education.ucr.edu/steam-academy) Anti-Blackness at School: Creating Affirming Educational Spaces for African American Students by Joi Spencer and Kerri Ullucci (https://www.tcpress.com/anti-blackness-at-school-9780807767566) Math Ed Podcast Episode 1405: Megan Franke (https://www.podomatic.com/podcasts/mathed/episodes/2014-03-14T09_11_46-07_00) Special Guest: Joi Spencer.

Learning to teach math teachers better with Dr. Rick Hudson, Chair of Department of Mathematical Sciences at the University of Southern Indiana and Vice President for Professional Learning of the Association of Mathematics Teacher Educators. Listen as he shares his experience and advice on being a mathematics teacher educator and opportunities for learning and growing as an educator through experiences, relationships, and opportunities to serve. Links from the episode Hiebert, J., Carpenter, T. P., & Fennema, E. (1997). Making sense: Teaching and learning mathematics with understanding. Heinemann. Liljedahl, P. (2020). Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning. Sage. Hudson, R. A., Mojica, G. F., Lee, H. S., & Casey, S. (2024). Data Moves as a Focusing Lens for Learning to Teach with CODAP. Computers in the Schools, 1–26. https://doi.org/10.1080/07380569.2024.241170 ESTEEM: Enhancing Data Science and Statistics Teacher Education with E-Modules (https://research.ced.ncsu.edu/esteemhub/) CODAP (https://codap.concord.org/?gad_source=1&gclid=CjwKCAiAmMC6BhA6EiwAdN5iLcvCvJ1peMzqlzOA6fFWP3kbfZDMbbQePmfRpJAuVIoqFNhkno9paBoC-NgQAvD_BwE) Modern Math Tasks to Provoke Transformational Thinking Grades 3-5 (https://www.nctm.org/Store/Products/Modern-Math-Tasks-to-Provoke-Transformational-Thinking,-Grades-3-5/) Modern Math Tasks to Provoke Transformational Thinking Grades 9-12 (https://www.nctm.org/Store/Products/Modern-Math-Tasks-to-Provoke-Transformational-Thinking,-Grades-9-12/) Association of Mathematics Teacher Educator Links 2025 Conference Website (https://amte.net/content/2025-annual-amte-conference) Volunteer Form (https://amte.net/form/volunteer) Giving Link (https://amte.net/support-amte) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Rick Hudson.

Learning to teach math teachers better by engaging in a roundtable discussion around the 100th episode of the Teaching Math Teaching podcast, the opportunities to support fellow math teacher educators through financial giving, and the upcoming conference of the Association of Mathematics Teacher Educators in Reno, NV in 2025. Links from the episode Support the work of AMTE on Giving Tuesday (and beyond). (https://amte.net/support-amte) 2025 AMTE Annual Conference in Reno, Nevada, February 6-8, 2025 (https://amte.net/content/2025-annual-amte-conference) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/)

Learning to teach math teachers better with Melissa Hosten and Dr. Rodrigo Gutiérrez, Directors of the Center for Recruitment and Retention of Mathematics Teachers (CRR) at the University of Arizona, as we discuss their varied experiences and advice as mathematics teacher educators, and the work, mission, and opportunities of the CRR. Links from the episode Center for Recruitment and Retention of Mathematics Teachers (https://crr.math.arizona.edu/) (CRR) Website @Uarizonacrr (social media) AmeriCorps Program (https://americorps.gov/funding-opportunity/fy-2024-americorps-state-national-grants) Mathematics Educator Appreciation Day Conference (https://crr.math.arizona.edu/mead-conference) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guests: Melissa Hosten and Rodrigo Gutiérrez .

Learning to teach math teachers better with Dr. Jacqueline Leonard, Professor Emeritus of Mathematics Education at the University of Wyoming, as she shares her many and varied experiences in mathematics education, and her advice on being a mathematics teacher educator looking to take steps toward a more equitable future. Links Leonard, J. (2018). Culturally Specific Pedagogy in the Mathematics Classroom: Strategies for Teachers and Students. Routledge. Leonard, J., & Martin, D. B. (Eds.). (2013). The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward New Discourse. IAP. Ladson-Billings, G. (1994). The Dreamkeepers. Successful Teachers of African American Children. Wiley. Gutstein, E. (2012). Reading and Writing the World with Mathematics: Toward a Pedagogy for Social Justice. Routledge. Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Jacqueline Leonard.

Learning to teach math teachers better with Dr. Kate Johnson, Associate Professor of Mathematics Education at Brigham Young University, as we discuss her experiences and advice as a mathematics teacher educator, as an associate editor of the Mathematics Teacher Educator journal, and as a co-author of the article, Ungrievable: Theorizing white Christian nationalist rhetorical practices in education in the Review of Education, Pedagogy, and Cultural Studies journal. Links from the episode Johnson, K. R., Hadley, H. L., Schoonbeck, A., & Benson, S. E. (2024) Ungrievable: Theorizing white Christian nationalist rhetorical practices in education. Review of Education, Pedagogy, and Cultural Studies. http://dx.doi.org/10.1080/10714413.2024.2388913 Johnson, K. R., Holdaway, E., & Ross, A. S. (2021). “We are children of God”: White Christian teachers discussing racism. Linguistics and Education, 64. https://doi.org/10.1016/j.linged.2021.100936 Johnson, K. R. (2016). Enduring positions: Religious identity in discussions about critical mathematics education. Religion and Education, 43(2), 230-245. https://doi.org/10.1080/15507394.2016.1147916 Johnson, K. R. (accepted for 2024). The road to find: Poetry as a tool for developing a productive community. In C. Koestler & E. Thanheiser (Eds.), Building Community to Center Equity and Justice in Mathematics Teacher Education. Association of Mathematics Teacher Educators. Johnson, K. R. (2016). Reconceptualizing “activism”: Developing a socially conscious practice with prospective White mathematics teachers. In N. M. Joseph, C. M. Haynes, & F. Cobb (Eds.), Interrogating Whiteness and Relinquishing Power: White Faculty's Commitment to Racial Consciousness in STEM Classrooms (pp. 171-187). Peter Lang Publishing. Special Call from the MTE Journal for Supporting Teachers to Engage Traditionally Marginalized Learners. Due 10/15/24 (https://www.amte.net/connections/2024/09/special-call-mte-journal) Mathematics Teacher Educator Commentaries to help authors of MTE manuscripts Vol. 5, Issue 2, March 2017 which describes a writing tool for preparing a MTE manuscript https://doi.org/10.5951/mathteaceduc.5.2.0085 6(1), Sept 2017 which talks about articulating of a problem of practice; https://doi.org/10.5951/mathteaceduc.6.1.0003 6(2), March 2018 which describes the relationship between claims and evidence in MTE https://doi.org/10.5951/mathteaceduc.6.2.0004 11(3), June 2023 on positionality in your pedagogy and writing for MTE: https://doi.org/10.5951/MTE.2023.0007 Mathematics Teacher Educator podcast (https://mtepodcast.amte.net/) Special Guest: Kate Johnson.

Learning to teach math teachers better with Dr. Katey Arrington, Director of Systemic Transformation at The University of Texas at Austin, Charles A. Dana Center, and the President of NCSM: Mathematics Education Leadership. Listen as she shares her experience and advice on being a mathematics teacher educator and her path toward approaching the systemic transformation of mathematics education from her time as an undergraduate to her roles at the Dana Center and the president of NCSM: Mathematics Education Leadership. Links from the episode Charles A. Dana Center at The University of Texas at Austin (https://www.utdanacenter.org/) UTeach Institute (https://institute.uteach.utexas.edu/) NCSM Leadership in Mathematics Education (https://www.mathedleadership.org/) TMT Episode 3 - Brian Buckhalter and Candies Cook: Becoming a Math Coach in a School District (https://www.teachingmathteachingpodcast.com/3) The Transition Years: A Discussion with Dr. John Staley (https://www.teachingmathteachingpodcast.com/50) The Transition Years: Supporting the Work (https://www.teachingmathteachingpodcast.com/56) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Katey Arrington.

Learning to teach math teachers better with Dr. Hyejin Park, Assistant Professor of Mathematics at Drake University, Dr. Travis Weiland, Assistant Professor at the University of Houston, Dr. Samantha Marshall, Assistant Professor at North Carolina State University, and Dr. Eunhye Flavin, Assistant Professor at Stonehill College, as they share their experience and expertise as mathematics teacher educators and share their work on the AMTE Research Committee, more specifically the AMTE Dissertation Award, and the importance of getting involved and helping others get involved in organizational leadership! Links from the epsode AMTE Volunteer Form (https://amte.net/form/volunteer) AMTE Community Circles (https://amte.net/content/amte-community-circles) Flavin, E., & Suh, J. (2024). Centering Empathy in a Mathematics Classroom. Mathematics Teacher: Learning and Teaching PK-12, 117(5), 361-370. Retrieved May 22, 2024, from https://doi.org/10.5951/MTLT.2023.0246 Marshall, S. A., McClain, J. B., & McBride, A. (2023). Reframing translanguaging practices to shift mathematics teachers' language ideologies. International Journal of Qualitative Studies in Education, 1–14. https://doi.org/10.1080/09518398.2023.2178683 AMTE Early Career BIPOC Mentoring Program (https://amte.net/content/amte-early-career-bipoc-faculty-mentoring-program) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guests: Eunhye Flavin, Hyejin Park, Samantha Marshall, and Travis Weiland.

Learning to teach math teachers with Dr. Barbara King, Associate Professor of Teaching and Learning at Florida International University, Dr. Siddhi Desai, Assistant Professor at Fairleigh Dickinson University, Dr. Justin Burris, Clinical Associate Professor at the University of Houston, and Sheila Orr, a Doctoral Candidate in Curriculum, Instruction and Teacher Education at Michigan State University. They share their experience as mathematics teacher educators and share their work on the AMTE Equity Committee, which includes the Equity Book Club, how their study on AMTE Conference presentations led to changes in the proposal system and conference format, and finally, they share the importance of getting involved and helping others have their voices heard. AMTE Volunteer Form (https://amte.net/form/volunteer) 2025 Annual AMTE Conference in Reno, NV, Proposals due May 15th, 2024 (https://amte.net/content/2025-annual-amte-conference) AMTE Community Circles (https://amte.net/content/amte-community-circles) Teaching Math Teaching Episode 71 - Siddhi Desai: Ethnomodeling and collaborating around mathematical curiosities (https://www.teachingmathteachingpodcast.com/71) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guests: Barbara King, Justin Burris, Sheila Orr, and Siddhi Desai.

Learning to teach math teachers better with Dr. Nirmala Naresh, Associate Professor of Mathematics Education at the University of North Texas and the AMTE Associate Vice President for the Annual Conference Program, as she shares her advice and expertise on being a mathematics teacher educator as well as gaining insight on improvements for next year's AMTE Conference in Reno, NV. AMTE Volunteer Form (https://amte.net/form/volunteer) AMTE Annual Conference Information and Proposal Submission (https://amte.net/content/2025-annual-amte-conference) University of North Texas (https://www.unt.edu/index.html) Master of Science (Mathematics Education Concentration) (https://math.unt.edu/graduate/master-science-mathematics-education-concentration) University of North Texas (https://www.unt.edu/index.html) Graduate Certificate for Dual Credit Teaching in Mathematics (https://math.unt.edu/graduate/graduate-certificate-dual-credit-teaching-mathematics) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/)

Learning to teach math teachers better with Dr. Kyle Whipple, Associate Professor of Education for Equity and Justice at the University of Wisconsin-Eau Claire, Dr. Enrique Ortiz, Professor of Mathematics Education at the University of Central Florida, Alexa Lee-Hassan, Learning Sciences Graduate Student and Mathematics Education Lecturer at the University of Illinois at Chicago, and Dr. Liza Bondurant, Associate Professor at Mississippi State University. They share their experience as mathematics teacher educators and their work on the AMTE Advocacy Committee and their plans for the upcoming AMTE conference in February of 2025 in Reno, NV as well as the importance of getting involved and helping others get involved in advocacy and organizational leadership. Links from the episode AMTE Volunteer Form (https://amte.net/form/volunteer) 2025 Annual AMTE Conference in Reno, NV, Proposals due May 15th, 2024 (https://amte.net/content/2025-annual-amte-conference) AMTE Professional Book Series, Vol 6: Building Community to Center Equity and Justice in Mathematics Teacher Education (https://amte.net/publications/prof-book-series) NCTE-NCTM Joint Conference on K-5/Elementary Literacy and Mathematics (https://www.nctm.org/ncte-nctm2024/) Creating Welcoming and Inclusive Spaces: How To Make Our Elementary Mathematics and Language Arts Classrooms Safer for LGBTQ+ Children, Families, and Colleagues by Courtney Koestler and Kyle Whipple Promoting Equity in Approximations of Practice for Preservice Mathematics Teachers (https://www.igi-global.com/book/promoting-equity-approximations-practice-preservice/326517) due out July 2024. MAA MathFest 2024 (https://maa.org/meetings/maa-mathfest) in Indianapolis, Indiana on August 9. Early-bird registration ends April 15th International Congress on Mathematical Education (ICME) (https://icme15.org/icme-15-scientific-program/topic-study-groups/tsg-5-1-students-identity-motivation-and-attitudes-towards-mathematics-and-its-study/) July 7-14 in Sydney, Australia. Sines of Disability (https://sinesofdisability.com/) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guests: Alexa Lee-Hassan, Enrique Ortiz, Kyle Whipple, and Liza Bondurant.

Learning to teach mathematics teachers better with Dr. Christopher Jett, Associate Professor of Mathematics Education at Georgia State University. We discuss efforts to be an advocate for others within mathematics teacher education, and also his book, Black Male Success in Higher Education. Show notes: Jett, C. C. (2022). Black male success in higher education: How the mathematical brotherhood empowers a collegiate community to thrive. Teachers College Press. https://www.tcpress.com/black-male-success-in-higher-education-9780807767412 (https://www.tcpress.com/black-male-success-in-higher-education-9780807767412) Jett, C.,Yeh, C., & Zavala, M. (2022). From argumentation to truth-telling: Critical race theory in mathematics teacher education. MathematicsTeacher Educator,10(3), 223-230. https://doi.org/10.5951/MTE.2022.0007 (https://www.tcpress.com/black-male-success-in-higher-education-9780807767412) Jett, C. C., & Terry, Sr., C. L. (2023). Elevating mathematics achievement outcomes for Black boys: Guidance for practitioners, policymakers, and researchers. Theory Into Practice, 62(4), 420-430. https://doi.org/10.1080/00405841.2023.2258733 (https://doi.org/10.1080/00405841.2023.2258733) AMTE Volunteer Form: https://www.amte.net/form/volunteer (https://www.amte.net/form/volunteer) Special Guest: Christopher Jett.

Learning to teach math teachers better by engaging in a roundtable discussion around the Opening Session of the Annual Conference of the Association of Mathematics Teacher Educators, featuring Jenny Bay Williams, Liza Bondurant, Yvonne Lai, Richard Velasco, and Eva Thanheiser, titled "Critical Conversations: AMTE Standards for Preparing Teachers of Mathematics In Social and Political Contexts". Links from the episode: Recording of the Opening Session (https://vimeo.com/913883594) Standards for Preparing Teachers of Mathematics (https://amte.net/standards) Velasco, R. C. L. (2023, July). Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program. In The Educational Forum (Vol. 87, No. 3, pp. 177-191). Routledge. (https://www.tandfonline.com/doi/pdf/10.1080/00131725.2022.2126051) High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice by: Robert Q. Berry III, Basil M. Conway IV, Brian R. Lawler, John W. Staley (https://us.corwin.com/books/math-lessons-on-social-injustice-262378) Teaching Math Teaching Podcast: Crystal Kalinec-Craig: Engaging in Humanistic Practices in Field Experiences (https://www.teachingmathteachingpodcast.com/35) Teaching Math Teaching Podcast: Aris Winger: Finding Discomfort in the Hard Questions (https://www.teachingmathteachingpodcast.com/28) Teaching Math Teaching Podcast: Kyle Whipple: LGBTQ+ Inclusion in Mathematics Education (https://www.teachingmathteachingpodcast.com/44) Webinar: LGBTQ+ Teacher Mentors: Providing a Social Safety Net with Kyle Whipple (https://amte.net/content/webinar-lgbtq-teacher-mentors-providing-social-safety-net) Teaching Math Teaching Podcast: Courtney Koestler and Eva Thanheiser: Building Community to Center Equity and Justice in Mathematics Teacher Education (https://www.teachingmathteachingpodcast.com/63) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net)

Learning to teach math teachers better with Dr. Matthew Campbell, Associate Professor of Mathematics Education and Associate Director & Coordinator of Teacher Education at West Virginia University, as he shares his experiences and advice on being a mathematics teacher educator as well as sharing his work with the Moutaineer Mathematics Master Teacher (M3T) Project. Matt also shares his experiences with the STaR (Service Teaching and Research) Fellowship program and how listeners can apply to be a STaR fellow or help fund the program. Links from the episode Apply to the Service Teaching and Research (STaR) in Mathemaitcs Education Fellowship Program (https://amte.net/star) Help fund the STaR program (https://www.amte.net/civicrm/contribute/transact?reset=1&id=13). Mountaineer Mathematics Master Teachers (M3T) Project (https://m3twv.org) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net) Special Guest: Matthew Campbell.

Learning to teach math teachers better with Dr. Sam Otten, Associate Professor, Lois Knowles Faculty Fellow, and Department Chair in Learning, Teaching, and Curriculum at the University of Missouri, as he shares advice and insight on the importance of listening to teachers when working to improve instructional practice in mathematics classrooms. He also discusses his research on flipped mathematics instruction, and the Math Ed Podcast that he started in 2012. Links from the episode: Math Ed Podcast https://www.podomatic.com/podcasts/mathed Teddy Chao and OSU Digital Math Storytelling https://u.osu.edu/digitalmathstorytelling/ Flipped Math Study www.flippedmathstudy.net Practice-Driven PD Project www.practicedrivenpd.com AMTE Connections article with Sean Yee and Megan Taylor about what teachers think should be in secondary methods courses. https://www.rcml-math.org/assets/Newsletter/rcml%20newsletter%20may%202018.pdf To apply for a Ph.D. in Math Education at the University of Missouri www.mizzoumathed.org Missing Letters: An Alphabet Book http://www.missinglettersbook.com Special Guest: Sam Otten.

Learning to teach math teachers better with Dr. Katie Rupe, Assistant Professor of Mathematics Education at Western Washington University, and Dr. Dawn Woods, Assistant Professor of Elementary Mathematics Education at Oakland University, as they share their experiences and advice on being mathematics teacher educators, their work supporting first year teachers, and their experience being awarded the first ever Mathematics Education Trust Early Career Research Grant, which is cosponsored by Eugene P. & Clara M. Smith Mathematics Education Research Fund, the National Council of Teachers of Mathematics and AMTE. Links from the episode: National Council of Teachers of Mathematics MET Grants (https://www.nctm.org/grants/) AMTE in February and will be sharing their work around this project. New MTE manuscript that will be in the Teacher Voice special issue and will highlight work from their pilot of this project (https://amte.net/sites/amte.net/files/Special%20Call%20for%20Invited%20Manuscripts.pdf). Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guests: Dawn Woods and Katie Rupe.

Learning to teach better by considering what it means to teach toward antiracist mathematics teacher education. In this episode, Joel is joined by Dr. Anne Marie Marshall and Dr. Rebecca Smith as they share a recent publication in Mathematics Teacher Educator, Are We Preparing Agents of Change or Instruments of Inequity? Teaching Toward Antiracist Mathematics Teacher Education, and the lessons learned in in starting the project, refining the module, refining the module, and FINALLY getting the paper published. Show notes for this episode can be found at https://amidonplanet.com/episode98/ (https://amidonplanet.com/episode98/)

Learning to teach math teachers better with Melissa Adams Corral, Assistant Professor of Mathematics Education at the University of Texas-Rio Grande Valley, as she shares her experiences and advice on being a mathematics teacher educator, shares her work in considering teaching as community organizing, and her experience being awarded the AMTE Dissertation Award. Links from the episode Link to Dissertation Award page on AMTE (https://amte.net/awards/dissertation) Melissa Adams Corral, Gladys Helena Krause & Luz Maldonado Rodríguez (2023) “Va a Cambiar” - Identifying and Rejecting Border Patrol Pedagogies in a Dual Language Classroom, Journal of Latinos and Education, DOI: 10.1080/15348431.2023.2257374 (https://www.tandfonline.com/doi/full/10.1080/15348431.2023.2257374) Radical Equations: Civil Rights from Mississippi to the Algebra Project by Bob Moses and Charles E. Cobb (https://bookshop.org/p/books/radical-equations-civil-rights-from-mississippi-to-the-algebra-project-robert-moses/9001275) Latina to Latina: Living Icon Dolores Huerta Is Still Fighting the Good Fight (https://latina-to-latina.simplecast.com/episodes/living-icon-dolores-huerta-is-still-fighting-the-good-fight) Teaching Math Teaching Episode 81 - Frances Harper: Community Engaged Scholarship (https://www.teachingmathteachingpodcast.com/81) Krause, G.H. Worlds and words: entangling mathematics, language, and context in newcomer classrooms. ZDM Mathematics Education (2023). (https://doi.org/10.1007/s11858-023-01516-0 https://link.springer.com/article/10.1007/s11858-023-01516-0) Gallo, S., & Adams Corral, M. (2023). Transborder Literacies of (In)Visibility. Journal of Literacy Research, 55(1), 101–123. (https://doi.org/10.1177/1086296X231163127) https://doi.org/10.1177/1086296X231163127 Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Melissa Adams Corral.

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.

Learning to teach math teachers with Frances Harper, Theory & Practice in Teacher Education Director of Diversity and Inclusion and Associate Professor of STEM Education/Mathematics at The University of Tennessee, Knoxville, as she shares her experiences and advice on being a mathematics teacher educator and shares her projects around community engaged scholarship. Links from the episode Frances Harper's personal website (https://francesharper.com/) Culturally relevant robotics: A family and teacher CRRAFT Partnership (https://crraft.org/) CAREER: Black and Latinx Parents Leading ChANge & Advancing Racial Justice in Elementary Mathematics PLANAR (https://francesharper.com/planar/) TODOS: Mathematics for ALL (https://www.todos-math.org/) Michigan State University Center for Community Engaged Learning (https://communityengagedlearning.msu.edu/) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Harper, F. K., Caudle, L. A., Flowers, C. E., Rainwater, T., Quinn, M. & The CRRAFT Partnership. (2023). Centering teacher and parent voice to realize culturally relevant teaching of computational thinking in early childhood. Early Childhood Research Quarterly, 64, 381-393. https://doi.org/10.1016/j.ecresq.2023.05.001 (https://doi.org/10.1016/j.ecresq.2023.05.001) Ishimaru, A. M., Rajendran, A., Nolan, C. M., & Bang, M. (2018). Community Design Circles: Co-designing Justice and Wellbeing in Family-Community-Research Partnerships. Journal of Family Diversity in Education: 38-63. Special Guest: Frances Harper.

Learning to teach math teachers with Courtney Baker, Associate Professor in the Mathematics Education Leadership program at George Mason University, and Melinda Knapp, Assistant Professor of Education at Oregon State University-Cascades, as they share their experiences and advice on being mathematics teacher educators. Melinda and Courtney also share their book from NCTM, Proactive Mathematics Coaching: Bridging Content, Context, and Practice. Links from the episode Proactive Mathematics Coaching: Bridging Content, Context, and Practice (https://www.nctm.org/Store/Products/Proactive-Mathematics-Coaching--Bridging-Content,-Context,-and-Practice/) NCTM Book Study: Unveiling the Proactive Coaching Framework (12/13/23) (https://www.nctm.org/Store/Products/NCTM-Book-Study--Unveiling-the-Proactive-Coaching-Framework-(12/13/23)/) National Center for Faculty Development and Diversity (https://www.facultydiversity.org/) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guests: Courtney Baker and Melinda Knapp.

In honor of the life and work of Tim Hendrix, this is a rebroadcast of the episode that was originally published February 22, 2022. In this episode. we share some words of appreciation and remembrance of Tim Hendrix from colleagues and friends and we also extend the conversation around Tim's talk he gave in receiving the Nadine Bezuk Excellence in Leadership and Service Award at the Association of Mathematics Teacher Educators Annual Conference in 2022. Special Guest: Tim Hendrix.

The spaces we inhabit and the physical communities in which we learn all affect how we come to experience the world, construct what mathematics is to us, and develop how we teach mathematics. In this theory-to-practice article, we discuss why explicitly considering spatial ways of knowing is important in mathematics teacher education. We begin by providing theoretical arguments for the importance of considering space in mathematics education. We then present a rationale for why considering space is so important in mathematics teacher education, specifically discussing links to the practice of teaching mathematics. Examples of how to consider tasks related to spatial justice are provided to help reimagine what an mathematics teacher education task can look like. Special Guests: Lisa Poling and Travis Weiland.

Learning to teach math teachers with Carlos LópezLeiva, Associate Professor of Language, Literacy, and Sociocultural Studies at The University of New Mexico, as he shares his experiences and advice on being a mathematics teacher educator, as well as his experiences in school settings in the US and in Guatemala. Carlos also shares his work on considering the identity development of Latinas/os and/or Hispanics as bilingual speakers and as doers of mathematics and the social dimension of teaching, learning, and doing mathematics in different environments. Links from the episode Center for the Mathematics Education of Latinos/as (CEMELA) (https://cemela.math.arizona.edu/) TODOS: Mathematics for All and TODOS 2023 Conference (https://www.todos-math.org/) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Carlos LópezLeiva.

Learning to teach math teachers with Jonee Wilson, Assistant Professor at the University of Virginia, as she shares her experiences and advice on being a mathematics teacher educator. Jonee also shares her work on creating and disseminating rubrics to identify and promote equitable mathematics instruction and a new project on leadership practices. Links from the Episode Follow this link for an opportunity to collaborate (https://mailchi.mp/20b48beca7b8/hear-mi-coaching) - Supporting Teachers to Develop Equitable Mathematics Instruction Through Rubric-Based Coaching (https://mailchi.mp/20b48beca7b8/hear-mi-coaching) seeks to build the capacity of school-based coaches to help teachers develop more equitable instructional practices in their math classrooms. Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI) (https://research.ced.ncsu.edu/vear-mi/) Wilson, J., Nazemi, M., Jackson, K., & Wilhelm, A. G. (2019). Investigating teaching in conceptually oriented mathematics classrooms characterized by African American student success. Journal for Research in Mathematics Education, 50(4), 362-400. (https://doi.org/10.5951/jresematheduc.50.4.0362) Special Guest: Jonee Wilson.

Dr. Paulo Tan (University of Missouri-St. Louis) shares about his work in humanizing disabilities in mathematics teacher education, and highlights how mathematics is for, with, and by folks with disabilities. In preparing mathematics teachers, he strives to help them cultivate their practices and thinking to enact resistance in their daily practice. Articles and resources mentioned in this episode: Mason, E. N., Padilla, A., & Tan, P. (2022). Toward justice-driven inquiry: On the rightful presence of students with disabilities in mathematics. (https://atm.org.uk/write/MediaUploads/Journals/MT283/05.pdf) Mathematics Teaching. Tan, P., Padilla, A., & Lambert, R. (2022). A critical review of educator and disability research in mathematics education: A decade of dehumanizing waves and humanizing wakes. (https://journals.sagepub.com/doi/full/10.3102/00346543221081874?journalCode=rera) Review of Educational Research. Yeh, C., Tan, P., & Reinholz, D. L. (2021). Rightful presence in times of crisis and uprisings: A call for disobedience. (https://www.tandfonline.com/doi/full/10.1080/10665684.2021.1951631?journalCode=ueee20) Equity & Excellence in Education, 54(2), 196–209. Book: Tan, P., Padilla, A., Mason, E. N., & Sheldon, J. (2019). Humanizing disability in mathematics education: Forging new paths (https://www.nctm.org/Store/Products/Humanizing-Disability-in-Mathematics-Education--Forging-New-Paths/). NCTM. Annamma, S., & Morrison, D. (2018). DisCrit classroom ecology: Using praxis to dismantle dysfunctional education ecologies. (https://www.sciencedirect.com/science/article/pii/S0742051X17313379) Teaching and Teacher Education, 73, 70–80. Schalk, S. (2018). Bodyminds reimagined: (Dis)ability, race, and gender in Black women's speculative fiction. (https://www.dukeupress.edu/bodyminds-reimagined) Duke University Press. Tan, P. & Kastberg, S. (2017). A call for mathematics education researchers to lead and advocate for individuals with dis/abilities. (https://jume-ojs-tamu.tdl.org/JUME/article/view/321) Journal of Urban Mathematics Education, 10(2), 25–38. PMENA Working Group on Disability Justice - See paper in PMENA 44 2022 Proceedings (http://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf): Taking up mathematics education research spaces as resistance: Toward disability justice, pp 2210-2212, in Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J. N., Strayer, J., & Drown, S. (2022). Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University. Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Paulo Tan.

Learning to teach math teachers with Cindy Jong, Associate Professor of Mathematics Education at the University of Kentucky, as she shares her experiences and advice on being a mathematics teacher educator. Cindy also shares her collaborative project, MINE (Mathematical Intersections of Noticing and Equity), and describes some of the modules that have been developed through the work of the project. Links from the episode: Project MINE (Mathematical Intersections of Noticing and Equity) (http://mathteachernoticing.com/) Youcubed: Rethinking Giftedness (https://vimeo.com/241875015) Abolitionist Science: Rehumanizing Mathematics with Dr. Rochelle Gutiérrez (https://www.abolitionscience.org/home/2018/12/11/rehumanizing-math-and-science-with-dr-rochelle-gutierrez) Immersion (film) (https://www.youtube.com/watch?v=I6Y0HAjLKYI) Park City Math Institute Workshop on Rehumanizing Mathematics (https://www.ias.edu/pcmi/programs/pcmi-2023-workshop-rehumanizing-mathematics) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Cindy Jong.

Learning to teach math teachers better with Anthony Fernandes, Associate Professor of Mathematics Education at the University of North Carolina - Charlotte, as he shares his experiences and advice on being a mathematics teacher educator. Anthony also shares his experiences with languages/communication and how he and colleagues have considered how to use data to help preservice teachers investigate systemic racism within their mathematics methods courses. Interested in using the modules Anthonly described in the episode send him an email to afernan2 AT uncc.edu Links from the episode: Center for the Mathematics Education of Latinos/as (https://cemela.math.arizona.edu/) AMTE Equity Committee Site (https://amte.net/content/equity-committee-0) TODOS 2023 Conference (https://www.todos-math.org/conference) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Anthony Fernandes.

Learning to teach math teachers better with Joshuah Thurbee, Senior Program Officer of Teacher Development & Academy Instructor at Knowles Teacher Initiative, as he shares his experiences and advice on being a mathematics teacher educator. Josh also shares the opportunities for professional development through Knowles Teacher Initiative. Links from the episode: Knowles Teacher Initiative (https://knowlesteachers.org/) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Joshuah Thurbee.

Learning to teach math teachers better with Dr. Siddhi Desai, as she shares her experiences and advice on being a mathematics teacher educator. Siddhi also shares her research and practice on ethnomodeling and collaborating around mathematical curiosities. Dr. Siddhi Desai's Website (https://ssdesai.wordpress.com/) Starting a NCTM Student Affiliate (https://www.nctm.org/Affiliates/Join/Starting-a-Student-Affiliate/) Safi, F., & Desai, S. (2017). Promoting mathematical connections using three-dimensional manipulatives. Mathematics Teaching in the Middle School, 22(8), 488-492. (https://www.researchgate.net/profile/Farshid-Safi/publication/315723220_Promoting_Mathematical_Connections_Using_Three-Dimensional_Manipulatives/links/58ded5f54585153bfe947839/Promoting-Mathematical-Connections-Using-Three-Dimensional-Manipulatives.pdf) Desai, S., Safi, F., Bush, S. B., Wilkerson, T., Andreasen, J., & Orey, D. C. (2022). Ethnomodeling: Extending Mathematical Modeling Research in Teacher Education. Investigations in Mathematics Learning, 1-15. (https://www.tandfonline.com/doi/abs/10.1080/19477503.2022.2139092) Special Guest: Siddhi Desai.

Learning to teach math teachers better with Dr. Nicole Joseph, as she shares her experiences and advice on being a mathematics teacher educator. Nicole also shares her research on Black women and girls, their identity development, and their experiences in mathematics as well as sharing her work running the Joseph's Mathematics Education Lab. Links from the epidose Nicole Joseph Bio Page @ Vanderbilt University (https://peabody.vanderbilt.edu/bio/nicole-joseph) Making Black Girls Count in Math Education A Black Feminist Vision for Transformative Teaching by Nicole M. Joseph (https://www.hepg.org/hep-home/books/making-black-girls-count-in-math-education) Jones, Stephanie. "Identities of race, class, and gender inside and outside the math classroom: A girls' math club as a hybrid possibility." Feminist Teacher (2003): 220-233. Joseph's Mathematics Education Lab (https://my.vanderbilt.edu/jmel/) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Nicole Joseph.

Critical Race Theory (CRT) has entered into public discourse at an accelerated rate. Instead of using CRT as a basis to produce a more racially conscious populace, the latest hysteria, unfortunately, has centered on ban- ning CRT. Governmental actions have been instituted to establish executive orders to forbid CRT training. Administrators and educators have been written up, sus- pended, and even terminated for teaching about race. The current landscape around CRT is about censoring race-related discussions and obstructing any advance- ments in service to racial equity and justice. In the edu- cational arena, more than 20 states have banned CRT from being taught in our nation's public school class- rooms. A new report from the Institute for Democracy, Education, and Access found that 35% of all students in U.S. K–12 schools have been affected somehow by local anti-CRT efforts (Pollock & Rogers, 2022). CRT proper is not taught in K–12 schools, so these efforts clearly demonstrate that those who are championing them are ill-informed about where CRT is taught in the first place. Special Guests: Cathery Yeh, Christopher Charlie Jett , and Maria Zavala.

Learning to teach math teachers better with Dr. Jeffrey Wanko, as he shares his experiences and advice on being a mathematics teacher educator. Jeff also shares his experiences with the STaR (Service Teaching and Research) Fellowship program and how listeners can apply to be a STaR or help fund the program. Links from the episode STaR Fellowship Program (https://amte.net/star) with links to apply and to help fund the program. Connected Mathematics Project (https://connectedmath.msu.edu/) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net/) Special Guest: Jeffrey Wanko.

Learning to teach math teachers better with Dr. J. Michael Shaughnessy, as he shares his experiences and advice on being a mathematics teacher educator, shares information about Mathematics Education Trust Grant Awards, statistics education, and a new opportunity for mathematics teacher educators to fund their research efforts. Mathematics Education Trust (MET) Grants and Awards (https://www.nctm.org/Grants/) with webinar recording. Donate to MET! (https://www.nctm.org/Donate/) American Statistical Association (https://www.amstat.org/) Guidelines for Assessment and Instruction in Statistics Education (GAISE) Reports (https://www.amstat.org/education/guidelines-for-assessment-and-instruction-in-statistics-education-(gaise)-reports) Statistics Education of Teachers (SET) Document (https://www.amstat.org/asa/files/pdfs/EDU-SET.pdf) Mathematics of Doing, Understanding, Learning and Educating for Secondary Schools (MODULE(S2)) (https://modules2dotcom.wordpress.com/) MTE Podcast (https://mtepodcast.amte.net/) Mentioned previous episodes with Hollylynne Lee: Linking Data Science and Teacher Education (https://www.teachingmathteachingpodcast.com/55) Stephanie Casey: Teaching People to Teach Statistics (https://www.teachingmathteachingpodcast.com/30) Special Guest: J. Michael Shaughnessy.

In this episode Jon & Kyle discuss the importance of building both math content knowledge and pedagogical-content knowledge when designing your own or your district professional development plans. Stick around and you'll hear their stories of how they realized they needed to be effective at both content and pedagogy so they could survive and thrive in the classroom. You'll also learn where you can go to build and improve your own pedagogical content knowledge.  You'll Learn: The building blocks necessary to the development of effective mathematics educators;The Difference Between Math Content Knowledge and Pedagogical-Content Knowledge; Why having mathematics knowledge alone is not enough to be an effective mathematics educator; and,Where you can develop both your mathematics content and mathematics pedagogical knowledge.Resources: The 2022 Make Math Moments Virtual Summit [REGISTER NOW]District Leader/Mentor Summit Sharing Resources [DOWNLOADABLE GOODIES]Research Paper Referenced:An, Shuhua, Gerald Kulm, and Zhonghe Wu. “The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the U.S.” Journal of Mathematics Teacher Education 7.2 (2004): 145–172. Web.District Leader Resources:The Make Math Moments District Planning Workbook [First 3 pages] Are you a district mathematics leader interested in crafting a mathematics professional learning plan that will transform your district mathematics program forever? Book a time to chat with us!Other Useful Resources and Supports: Make Math Moments Framework [Blog Article]Make Math Moments Problem-Based Lessons & UnitsEmpower your educators to elevate their pedagogical practice and deepen their mathematics content knowledge.Your Educators can attend this FREE LIVE Virtual Summit on Saturday November 19th and Sunday November 20th, 2022.Learn More: https://makemathmoments.com/summitdistrict/ Create engagement while fuelling students sense making by using Make Math Moments ready-made lessons and units. Access our vast catalogue of lessons for elementary through high school math classes. Check the catalogue here --> https://makemathmoments.com/tasks/

Learning to teach math teachers better with Jennifer Suh as she shares her experiences and advice on being a mathematics teacher educator, shares an upcoming experience for early career mathematics teacher educators coming up in October, and shares the work that got her and her colleagues awarded the National Technology Leadership Initiative Fellowship. Links from the episode Register for the AMTE Virtual Institute, "Unpacking the Hidden Curriculum of Being a Mathematics Teacher Educator" (https://amte.net/civicrm/event/register?id=33&reset=1). AMTE Standards for Preparing Teachers of Mathematics (https://amte.net/standards) National Technology Leadership Initiative Fellowship Award (https://amte.net/awards/ntli) AMTE Tech Blog (https://amte.net/tech-talk) Equity-centered Transformative Technology (https://amte.net/content/equity-centered-transformative-technology-eqttech) MTE Podcast (https://mtepodcast.amte.net/) Special Guest: Jennifer Suh.

More episodes of the Teaching Math Teaching Podcast are coming! In the meantime consider volunteering to serve on an AMTE committee or shoulder tapping a colleague to serve. Link to AMTE Committees (https://amte.net/committees) Link to AMTE Volunteer Form (https://amte.net/form/volunteer)

Learning to teach math teachers better with Courtney Koestler and Eva Thanheiser as they share their experiences and advice on being mathematics teacher educators and an opportunity to share how colleagues build community to center equity and justice in their teaching of math teachers. Links from the episode Call for Proposals: AMTE Professional Book Series, Vol 6 - Building Community to Center Equity and Justice in Mathematics Teacher Education (https://amte.net/content/call-proposals-amte-professional-book-series-vol-6) High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (https://us.corwin.com/en-us/nam/high-school-mathematics-lessons-to-explore-understand-and-respond-to-social-injustice/book262378#description) July Summer Book Club - High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice with Berry, Conway, Lawler, and Staley (https://www.teachingmathteachingpodcast.com/21) Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (https://us.corwin.com/en-us/nam/middle-school-mathematics-lessons-to-explore-understand-and-respond-to-social-injustice/book276346) Upper Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (https://us.corwin.com/en-us/nam/upper-elementary-mathematics-lessons-to-explore-understand-and-respond-to-social-injustice) Early Elementary Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (https://us.corwin.com/en-us/nam/early-elementary-mathematics-lessons-to-explore-understand-and-respond-to-social-injustice) Data In Your World: Exploring Our Schools by Courtney Koestler and Mathew Felton-Koestler (https://rourkeeducationalmedia.com/products/exploring-our-schools-paperback?_pos=2&_sid=4a5c99b85&_ss=r?view=library) Data In Your World: Communities Near and Far by Mathew Felton-Koestler and Courtney Koestler (https://rourkeeducationalmedia.com/products/) MTE Podcast (https://mtepodcast.amte.net/) TMT Virtual Suggestion Box (https://docs.google.com/forms/d/e/1FAIpQLSflSk_-4AvHf0K5Zr9inSynd0pHdF86kx90OLFpl03RvEUaow/viewform) Special Guest: Courtney Koestler.

Learning to teach math teachers better with Dr. Enrique Galindo, president elect of AMTE, as he shares his advice and expertise in being a mathematics teacher educator, both in co-creating research projects, co-creating professional development with teachers, and assuming leadership roles in mathematics education. Links from the episode Project-Based Learning in Elementary Classrooms: Making Mathematics Come Alive By Jean S. Lee and Enrique Galindo (https://www.nctm.org/Store/Products/Project-Based-Learning-in-Elementary-Classrooms--Making-Mathematics-Come-Alive/) Rigor, Relevance, and Relationships: Making Mathematics Come Alive with Project-Based Learning By Jean S. Lee and Enrique Galindo (https://www.nctm.org/Store/Products/Rigor,-Relevance,-and-Relationships--Making-Mathematics-Come-Alive-with-Project-Based-Learning/) Amador, J. M. & Galindo, E. (2021). Mathematics field experience design: The role of teaching experiments and lesson study one year later during student teaching, The Teacher Educator, 56(2), 132-152. DOI:10.1080/08878730.2020.1825891 Park Rogers, M., Carter, I., Amador, J., Galindo, E., & Akerson, V. (2020). Adapting a model of preservice teacher professional development for use in other contexts: Lessons learned and recommendations. Innovations in Science Teacher Education, 5(1). Retrieved from https://innovations.theaste.org/adapting-a-model-of-preserviceteacher-professional-development-for-use-in-other-contexts-lessonslearned-and-recommendations/ AMTE Elections, Leadership, and Volunteering Call for Nominations for Board Member-At-Large and Secretary (https://amte.net/content/amte-election-2022-0) Call for Applications for Vice-President for Professional Learning and Vice-President for Membership (https://amte.net/news/2022/call-VP-nominations) Call for AMTE Elementary Mathematics Specialist Task Force (https://amte.net/news/2022/03/call-amte-elementary-mathematics-specialist-task-force) AMTE Volunteer Form (https://amte.net/form/volunteer) National Council of Teachers of Mathematics Illuminations (https://illuminations.nctm.org/) National Council of Teachers of Mathematics Principles and Standards for School Mathematics (https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/) National Council of Teachers of Mathematics Journal for Research in Mathematics Education (https://pubs.nctm.org/view/journals/jrme/jrme-overview.xml) Mathematics Teacher Educator (MTE) Podcast (https://mtepodcast.amte.net/) TMT Podcast Virtual Suggestion Box (https://docs.google.com/forms/d/e/1FAIpQLSflSk_-4AvHf0K5Zr9inSynd0pHdF86kx90OLFpl03RvEUaow/viewform) Special Guest: Enrique Galindo.

Learning to teach math teachers better as we extend the conversation around Sandra Crespo's Judith Jacobs Lecture, "What does it mean and what will it take to be an anti-racist mathematics teacher educator?" at the Association of Mathematics Teacher Educators' Annual Conference in February of 2022. Links from the Episode Sandra's Judith Jacobs Lecture at the AMTE Annual Conference (https://amte.net/content/featured-speaker-sandra-crespo) Smarter Together! Collaboration and Equity in the Elementary Math Classroom by Helen Featherstone, Sandra Crespo, Lisa Jilk, Joy Oslund, Amy Parks, Marcy Wood (https://www.nctm.org/store/Products/Smarter-Together!-Collaboration-and-Equity-in-the-Elementary-Math-Classroom/) Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms edited by Dorothy Y. White, Sandra Crespo, and Marta Civil (https://amte.net/publications/prof-book-series) Troublemakers: Lessons in Freedom from Young Children at School (https://www.google.com/books/edition/Troublemakers/KUo2DgAAQBAJ?hl=en&gbpv=0) by Carla Shalaby Episode 41: Reimagining Mathematics Teacher Education with Dr. Naomi Jessup and Dr. Sandra Crespo (https://www.teachingmathteachingpodcast.com/41) For the Learning of Mathematics journa (https://flm-journal.org/)l TMT Podcast Virtual Suggestion Box (https://docs.google.com/forms/d/e/1FAIpQLSflSk_-4AvHf0K5Zr9inSynd0pHdF86kx90OLFpl03RvEUaow/viewform) Mathematics Teacher Educator (MTE) Podcast (https://mtepodcast.amte.net/) Special Guest: Sandra Crespo.

Learning to teach math teachers better by learning how to share good teaching of mathematics teachers through publications with Babette Benken, AMTE Vice President of Publications, and Ann Wheeler, AMTE Associate Vice President for the Contemporary Issues in Technology and Teacher Education (CITE-Math) Journal. Links from the episode Overview of Publications through AMTE (https://amte.net/publications) Webinar Video: Understanding How to Write for CITE-Math (https://amte.net/content/webinar-understanding-how-write-cite-math) MTE Podcast - Conversation with MTE editors: Vision, Submission Advice, Etc. (https://mtepodcast.amte.net/40) TMT Podcast - Babette Benken: Serving and Leading (https://www.teachingmathteachingpodcast.com/31) TMT Podcast - Angela Barlow: Writing for Math Teachers (https://www.teachingmathteachingpodcast.com/45) Mathematics Teacher Educator (MTE) Podcast (https://mtepodcast.amte.net/) TMT Podcast Virtual Suggestion Box (https://docs.google.com/forms/d/e/1FAIpQLSflSk_-4AvHf0K5Zr9inSynd0pHdF86kx90OLFpl03RvEUaow/viewform) Special Guests: Ann Wheeler and Babette Benken.

Learning to teaching math teachers better with Dr. Marilyn Strutchens, former AMTE president, as she shares her path from the fashion world to being a mathematics teacher educator. She shares advice, experiences, and her work with the Mathematics Teacher Education Partnership specifically in the area of clinical experiences. Links from the episode Mathematics Teacher Education Partnership (http://www.mtep.info/) AMTE Standards for Preparing Teachers of Mathematics (https://amte.net/standards) National Council of Teachers of Mathematics (https://www.nctm.org/) NCSM Leadership in Mathematics Education (https://www.mathedleadership.org/) Research Council on Mathematics Learning (https://www.rcml-math.org/) Service Teaching and Research (STaR) Fellows Program (https://amte.net/star) Extracting Mathematical Topics Embedded in Holes and Examining the Text Through a Critical Lens, Book Chapter in Developing Mathematical Literacy through Adolescent Literature (https://rowman.com/ISBN/9781475861549/Developing-Mathematical-Literacy-through-Adolescent-Literature) Implementing the Paired Placement Model: Foregrounding the Impact on Key Stakeholders, Book Chapter in Preparing Quality Teachers: Advances in Clinical Practice (https://www.infoagepub.com/products/Preparing-Quality-Teachers) Mathematics Teacher Educator (MTE) Podcast (https://mtepodcast.amte.net/) TMT Podcast Virtual Suggestion Box (https://docs.google.com/forms/d/e/1FAIpQLSflSk_-4AvHf0K5Zr9inSynd0pHdF86kx90OLFpl03RvEUaow/viewform) Special Guest: Marilyn Strutchens.

Learning to teach math teachers better as we extend the conversation around Tim's talk he gave in receiving the Nadine Bezuk Excellence in Leadership and Service Award at the Association of Mathematics Teacher Educators Annual Conference in February. Mentioned links in the episode: Conference Board of the Mathematical Sciences (https://www.cbmsweb.org/) Get the Facts Out (https://getthefactsout.org/) Mathematics Teacher Educator (MTE) Podcast (https://mtepodcast.amte.net/) TMT Podcast Virtual Suggestion Box (https://docs.google.com/forms/d/e/1FAIpQLSflSk_-4AvHf0K5Zr9inSynd0pHdF86kx90OLFpl03RvEUaow/viewform) Special Guest: Tim Hendrix.

This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through problem solving while promoting equity during multiple experiences with a child. During this 8-week program, TCs craft and implement tasks that promote problem solving in the context of a case study of a child's thinking while collecting and analyzing student data to support future instructional decisions. The program culminates in a mock parent– teacher conference. Data samples show how SEE Math offers TCs an opportunity to focus on the nuances of children's strengths rather than traditional measures of achievement and skill. Special Guests: Crystal Kalinec-Craig, Emily Bonner, and Traci Kelley.

The Association of Mathematics Teacher Education's 26th Annual Conference is just around the corner. Join us as we talk with Colleen Eddy and Travis Olson, about the upcoming event. Association of Mathematics Teacher Education website (https://amte.net/) AMTE 26th Annual Conference Website (https://amte.net/content/2022-annual-amte-conference) Conference Program (https://amte.net/sites/amte.net/files/2022AMTEConf_Program_FINAL%20PRINT%20PROGRAM_0.pdf) Teaching Math Teaching Podcast Virtual Suggestion Box (https://docs.google.com/forms/d/e/1FAIpQLSflSk_-4AvHf0K5Zr9inSynd0pHdF86kx90OLFpl03RvEUaow/viewform) Special Guests: Colleen Eddy and Travis Olson.

Learning to teach math teachers better through an episode of The Transition Years. The Transition Years focuses on the complexity and importance of the transition years, the last two years of high school and the first two years of postsecondary education, on the mathematics experiences of students. Listen in as Joel Amidon, Dr. John Staley, and mathematics education leaders share and interact around how their respective organizations are supporting the work around the transition years that has been coordinated by the Launch Years Initiative/Launch Years Mathematics Organizations Leadership Network. Represented on the episode is the Association of State Supervisors of Mathematics (https://assm.wildapricot.org/) (Joleigh Honey, Christine Koerner, and Dewey Gottlieb), NCSM Leadership in Mathematics Education (https://www.mathedleadership.org/) (Paul Gray and Astrid Fossum), Conference Board of the Mathematical Sciences (https://www.cbmsweb.org/) (David Bressoud), and the Association of Mathematics Teacher Educators (https://amte.net/) (Michael Steele and Dusty Jones). Launch Years Math Organizations Leadership Network - Click here to access webinars and other content related to the Launch Years (https://www.utdanacenter.org/our-work/k-12-education/launch-years/launch-years-math-organizations-leadership-network) Show notes for the episode can be found at https://amidonplanet.com/transitionyears/ (https://amidonplanet.com/transitionyears/) Special Guests: John W. Staley and Michael Steele.

Learning to teach math teachers better with Dr. Dorothy Y. White we extend the conversation around Dorothy's talk she gave in receiving the Karen D. King Excellence in Advocacy Award at the Association of Mathematics Teacher Educators Annual Conference in February. Mentioned links in the episode: Cases for Mathematics Teacher Educators: Facilitating Conversations about Inequities in Mathematics Classrooms https://www.amte.net/publications/prof-book-series National Center for Faculty Development & Diversity https://www.facultydiversity.org/ TMT Podcast Virtual Suggestion Box https://docs.google.com/forms/d/e/1FAIpQLSflSk_-4AvHf0K5Zr9inSynd0pHdF86kx90OLFpl03RvEUaow/viewform Special Guest: Dorothy Y. White.

Megan Burton, President of the Association of Mathematics Teachers, has good advice for those wishing to influence the future of mathematics teacher education. She shares her story of how she came to be a mathematics teacher educator, and later the president of AMTE. Our conversation has two foci - becoming a mathematics teacher educator, and leading in mathematics teacher education. Megan offers several good bits of advice, including "We're all learning on this journey," and "We lead together." Both of these emphasize the collaborative nature of teaching, learning, and leading. Links mentioned in this episode: AMTE Presidential Table Talk 2021 https://amte.net/election2021 AMTE Nomination form https://amte.net/form/2021/03/nomination-form-amte-election-2021 AMTE Leadership https://amte.net/leadership AMTE Volunteer form https://amte.net/form/volunteer TMT Podcast Virtual Suggestion Box https://docs.google.com/forms/d/e/1FAIpQLSflSk_-4AvHf0K5Zr9inSynd0pHdF86kx90OLFpl03RvEUaow/viewform Special Guest: Megan Burton.

Wrapping up the AMTE Annual Conference Opening Panel Discussion, titled "2020. Perfect Vision? Perfect Hindsight? Are We Ready to Reimagine Mathematics Teacher Education?" with Dr. Naomi Jessup and Dr. Sandra Crespo. Reimagining the STEM Education Pipeline for Teachers of Color https://aaas-arise.org/2021/02/16/reimagining-the-stem-education-pipeline-for-teachers-of-color/ Heinemann Podcast: What We Do for the Love of Math with Heinemann Fellow Marian Dingle and Dr. Naomi Jessup https://blog.heinemann.com/podcast-what-we-do-love-of-math-marian-dingle-naomi-jessup Special Guests: Naomi Jessup and Sandra Crespo.

Marrielle Myers shares her story of becoming a mathematics teacher educator, and gives good advice about choosing service opportunities that align with professional goals, and allowing space for things that come up during the year. When she was the coordinator for a large teacher preparation program, Marrielle noticed that preservice teachers of color were facing microaggressions that went unrecognized by their supervisors. She worked to create structural supports, supports for students, and training to help address these issues. Special Guest: Marrielle Myers.

Carlos Nicolas (Nico) Gomez shares some thoughts and questions from his work on mathematical identity to help teachers (including mathematics teacher educators) be more purposeful in their teaching. These questions include "Who am I as a teacher?" "What should we be doing?" "Why should we be doing these things?" Nico also shares about his role as a member of TODOS: Mathematics for ALL, and the importance of groups within professional organizations that are based on particular expressions of identity (e.g., race) to help members navigate places of belonging within the profession. TODOS: Mathematics for ALL https://www.todos-math.org/ Casio Webinars https://www.todos-math.org/casio-webinars Gomez, C. N., & Connor, A.-M. (2020). Impact of Cooney, Shealy, and Arvold’s (1998) Belief Structures: A Literature Review and Citation Analysis. Journal for Research in Mathematics Education, 51(4), 468-503. DOI: https://doi.org/10.5951/jresematheduc-2020-0046 Special Guest: Nico Gomez.

Babette Benken shares advice about serving in an organization, and also about how to prepare oneself to lead others. She emphasizes the importance of considering passions when pursuing leadership roles. Volunteering is a great way to see how your passions fit within the activities and goals of an organization. Within AMTE, she is the current Vice President for Publications. From this vantage point, she shares tips about writing for various AMTE publications, including Connections, Mathematics Teacher Educator, CITE Journal and book-length projects. Volunteer form for AMTE (https://amte.net/form/volunteer) AMTE Publications overview (https://amte.net/publications) Submission Guidelines for Connections Newsletter (https://amte.net/publications/amte-connections-submit) Submission Guidelines for Mathematics Teacher Educator (https://pubs.nctm.org/view/journals/mte/mte-overview.xml?tab_body=SubmissionGuidelines) Submission Guidelines for CITE Journal (https://amte.net/publications/cite-journal/call-for-manuscripts) AMTE Publications Proposal (https://drive.google.com/file/d/0BzOsQmrDwhf1VzA5OGROU3JNY1VWR2lyNlMzdVdfa0JiVUJN/view) Special Guest: Babette Benken.

Wrapping up the July edition of our Teaching Math Teaching Podcast Summer Book Club with a conversation about the book High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice with the book's lead authors, Robert Q. Berry III, Basil M. Conway IV, Brian R. Lawler, and John W. Staley. Links High School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice (Use code 30FOR30 at checkout to get free shipping and 30% off) - https://us.corwin.com/en-us/nam/high-school-mathematics-lessons-to-explore-understand-and-respond-to-social-injustice/book262378#free-resources Video of 1st Weekly Book Chat: https://www.facebook.com/watch/?v=2625633324315045 Video of 2nd Weekly Book Chat: https://www.facebook.com/watch/?v=756721311747717 Video of 3rd Weekly Book Chat: https://www.facebook.com/watch/?v=501790513936678 Video of 4th Weekly Book Chat: https://www.facebook.com/watch/?v=273350393769663 The Impact of Identity in K-8 Mathematics: Rethinking Equity-Based Practices: https://www.nctm.org/Store/Products/The-Impact-of-Identity-in-K-8-Mathematics--Rethinking--Equity-Based-Practices/ GLSEN (Gay, Lesbian and Straight Education Network): https://www.glsen.org/ Link to FREE Listen to GLSEN Lesson: https://us.corwin.com/sites/default/files/berryhsmathlessonssocialjustice5.3.pdf Link to FREE Social Justice Teaching Strategies: https://us.corwin.com/sites/default/files/berryhsmathlessonssocialjustice4.3.pdf Special Guests: Basil M. Conway IV, Brian Lawler, John W. Staley, and Robert Q. Berry III.

Dr Manolis Mavrikis is Reader in Learning Technologies with the University College London’s Knowledge Lab and leads the Masters in Educational Technology. Manolis is also one of the Editors of the British Journal of Educational Technologies. His work involves the use of Artificial Intelligence and analytics in support of classroom teaching. I found Manolis’s mention of ‘delegating’ tasks to AI to support student and the use of learning analytics for orchestrating teaching fascinating and I’m certain you will, too. Interview: https://episodes.castos.com/onlinelearninglegends/023-Manolis-Mavrikis-Final.mp3 | recorded March 2019 Manolis’s online profile: https://iris.ucl.ac.uk/iris/browse/profile?upi=EMAVR27 Nominated works (free to access): Keynote for V Jornadas Iberoamericanas de Interacción Humano-Computador 2019 https://www.slideshare.net/manolismavrikis9/artificialintelligence-and-data-analytics-in-education Hennessy, S., Mavrikis, M., Girvan, C., Price, S., & Winters, N. (2019). BJET Editorial for the 50th Anniversary Volume in 2019: Looking back, reaching forward. British Journal of Educational Technology, 50(1), 5-11. doi:10.1111/bjet.12731 Mavrikis M, Gutierrez-Santos S, Poulovassilis A (2016). Design and Evaluation of Teacher Assistance Tools for Exploratory Learning Environments. In: Proceedings of the Sixth International Conference on Learning Analytics & Knowledge. ACM, New York, NY, USA, pp 168–172. https://dl.acm.org/citation.cfm?id=2883909 Also available from: https://core.ac.uk/download/pdf/42135118.pdf Mavrikis M, Grawemeyer B, Hansen A, Gutierrez-Santos S (2014). Exploring the Potential of Speech Recognition to Support Problem Solving and Reflection. In: Open Learning and Teaching in Educational Communities. Springer, Cham, pp 263–276. Also available from: http://www.italk2learn.eu/wp-content/uploads/2014/07/ECTEL-WOZ.pdf Hansen, A., Mavrikis, M., & Geraniou, E. (2016). Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative. Journal of Mathematics Teacher Education, 19(2–3), 205–226. https://doi.org/10.1007/s10857-016-9344-0 (open access) Nominated works (may require purchase): Grawemeyer, B., Mavrikis, M., Holmes, W., Santos, S. G., Wiedmann, M., & Rummel, N. (2017). Affective learning: improving engageme

Aina Appova from the Ohio State University discusses her article, "Expert mathematics teacher educators’ purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses," published in the Journal of Mathematics Teacher Education, Volume 22. Co-author: Cynthia Taylor. Aina's Professional Webpage Complete list of episodes

Mandy Jansen from the University of Delaware discusses her article, "Early-career teachers’ instructional visions for mathematics teaching: impact of elementary teacher education," published in the Journal of Mathematics Teacher Education. Co-authors: Heather Gallivan, Emily Miller Mandy's Professional Webpage Episode 1707 with Mandy and Dawn Berk Complete List of Episodes

(2:10) Wilkie, K. J. (2019). The challenge of changing teaching: Investigating the interplay of external and internal influences during professional learning with secondary mathematics teachers. Journal of Mathematics Teacher Education, 22, 95-124. Summarized by Sam Otten (10:57) Buchbinder, O., Chazan, D. I., & Capozzoli, M. (2019). Solving equations: Exploring instructional exchanges as lenses to understand teaching and its resistance to reform. Journal for Research in Mathematics Education, 50. Summarized by Chuck Munter (18:26) Bannister, N. A. (2018). Theorizing collaborative mathematics teacher learning in communities of practice. Journal for Research in Mathematics Education, 49, 125-139. Summarized by Jeremy Strayer Complete list of episodes

Gudrun Thäter hat sich an der FU Berlin zu einem Gespräch über Geschlecht und Mathematik mit Anina Mischau & Mechthild Koreuber verabredet. Anina Mischau leitet dort im Fachbereich Mathematik und Informatik die Arbeitsgruppe Gender Studies in der Mathematik. Dies ist in Deutschland die einzige derartige Stelle, die innerhalb der Mathematik angesiedelt ist. Sie hat dort vielfältige Aufgaben in Forschung und Lehre mit einem gewissen Schwerpunkt in der Ausbildung für das Lehramt. Dort hilft sie, einen Grundstein dafür zu legen, dass zukünftige Mathelehrkräfte für die Bedeutung der sozialen Kategorie Geschlecht bei der Vermittlung und beim Lernen von Mathematik sensibilisiert werden und lernen, einen gendersensiblen Mathematikunterricht zu gestalten. Auf Vorschlag von Anina Mischau hatten wir auch die zentrale Frauenbeauftragte der FU - Mechthild Koreuber - herzlich zu unserem Gespräch eingeladen. Auch sie ist studierte Mathematikerin und hat über Mathematikgeschichte promoviert. Uns alle bewegen solche Fragen wie: Warum entsprechen die Anteile von Frauen in höheren Ebenen der Mathematikfachbereiche nicht ihren Anteilen in den Eingangsstadien wie Studium oder Promotion? Liegt es auschließlich an den Eigenheiten der akademischen Laufbahn oder gibt es hierfür zudem spezifisch fachkulturelle Gründe? Was bedeutet es für die Mathematik, wenn sie ausschließlich von Männern entwickelt wird? In der wissenschaftlichen Arbeit hierzu verfolgen die zwei Gesprächspartnerinnen von Gudrun vier unterschiedliche Forschungsrichtungen: Wie stellt sich die Geschichte von Frauen in der Mathematik dar? Welche didaktischen Ansätze sind geeignet, um mehr Menschen zu Mathematik einzuladen? Was sind Exklusionsmechanismen für Frauen (und nicht in die vorherrschende Mathematiker-Norm passende andere Personen) in der Mathematik? Wie könnte eine Mathematik aussehen, die das Potential von unterschiedlicheren Menschen einbezieht? In der Geschichte der Mathematik geht es nicht nur darum, das Vergessen in und die Verdrängung von Frauen aus der eigenen Disziplingeschichte sichtbar zu machen, sondern vor allem auch um das Aufzeigen, wo und wie das Werk und Wirken von Mathematikerinnen mathematische Diskurse und damit innermathematische Entwicklungen der Disziplin beeinflusst haben. Ein Thema, an dem Mechthild Koreuber zum Beispiel intensiv forscht, ist die Schule um Emmy Noether. Wie konnte es einen so großen Kreis von Schülerinnen und Schülern geben, die bei ihr lernen wollten, trotz eigener prekären Stellensituation und damit verbunden auch (formal) wenig Reputationsgewinn für ihre Schüler und Schülerinnen. Es kann eigentlich nur die Faszination der mathematischen Ideen gewesen sein! Das Bild der Mathematik als von Männern entwickelte und betriebene - also männliche - Disziplin ist verquickt mit der Vorstellung, was von uns als Mathematik eingeordnet wird, aber auch wem wir mathematische Fähigkeiten zuschreiben. Automatisch werden innerhalb dieses Ideen- und Personennetzes Frauen bei gleichem Potential gegenüber ins Bild passenden Männern benachteiligt und ihr Potential kommt nicht so gut zur Entfaltung. Daneben feiern längst überwunden geglaubten Stereotype fröhliche Urständ, wie am 1.2. 2017 im ZEIT-Artikel Lasst Mädchen doch mit Mathe in Ruhe. Nicht ganz unschuldig am Abschied der Frauen von der Mathematik sind sicher auch unsere häufig steinzeitlichen Unterrichts-Konzepte auf der Hochschulebene, denn Mathematik ist nicht - wie angenommen - überkulturell. Wenn wir Mathematik betreiben, neue Ergebnisse gewinnen oder Mathematik vermitteln sind wir eingebunden in soziale und kulturelle Produktionszusammenhänge wie Kommunikationsprozesse, die u.a. auch durch die soziale Kategorie Geschlecht mit geprägt werden. Außerdem ist wie Mathematik publiziert und unterrichtet wird nicht wie Mathematik entsteht. Die Freude und Neugier an Mathematik wird in der Ausbildung nicht in den Vordergrund gestellt. Statt dessen ist Mathematik gerade für zukünftige Lehrkräfte oft mit negativen Gefühlen und einem eher eindimensionalen (und vielleicht auch stereotypen) Verständnis von Mathematik besetzt, was später in der eigenen schulischen Praxis unbeabsichtigt an Kindern und Jugendliche als Bild von Mathematik weitergegeben wird. Um diesen Teufelskreis aufzubrechen braucht es mehr Freiräume und auch neue Konzepte und Ansätze in der Hochschullehre. Wir Mathematiker und Mathematikerinnen sind für das Bild der Mathematik in der Gesellschaft verantwortlich. Ganz besonders in der Ausbildung für das Lehramt können wir hier starken Einfluss nehmen. Dafür müssen wir besser verstehen: Wo und wie werden Ideen ausgeschlossen, die dem engen vorherrschenden Bild von Mathematik nicht entsprechen? Wieso ist es ok, öffentlich auf Distanz zu Mathematik zu gehen (und damit zu kokettieren: In Mathe war ich immer schlecht) oder "Mathematiker als Nerd" oder halb verrückte Menschen darzustellen? Dieses Bild gehört neu gezeichnet durch allgemeinverständliches Reden über Mathematik und ihre Rolle für uns alle. Darüber hinaus ist und bleibt Mathematik eine soziale Konstruktion - das ist nicht immer leicht zu akzeptieren. Im Kontext der Geschlechterforschung werden Geschlechterasymmetrien und Geschlechterunterschiede im Fach Mathematik als Produkt einer Wechselwirkung zwischen der sozialen Konstruktion von Geschlecht und der sozialen Konstruktion von Mathematik gesehen werden, die in der Vermittlung der Mathematik (im schulischen Unterricht wie in der Hochschullehre) reproduziert wird. Die soziale Konstruktion von Mathematik und ihre Wechselwirkung mt anderen sozokulturellen Konstruktionen kann aber auch jenseits der Diskurse in der Geschlechterforschung verdeutlicht werden - z.B. an der Zeit des Nationalsozialismus. Offensichtlich entschieden damals äußere Faktoren darüber, wer Mathematik machen und vermitteln darf und es wird der oft verdeckte (oder verleugnete) kulturelle und gesellschaftliche Einfluss auf die Disziplin sichtbar. Es wäre wünschenswert, wenn man auch für solche Themen Qualifikationsarbeiten in der Mathematik als fachintern ansehen lernen würde. Gemeinsam beschreitet man an der FU neue Wege: In Anträgen für Forschungsmitteln werden auch Projekte für wissenschaftliche Untersuchungen in den Forschungsclustern mitgeplant, die verstehen wollen wie und warum Frauen in der Disziplin bleiben oder gehen, was die Wissenschaftler (und Wissenschaftlerinnen) für ihren Nachwuchs tun und wie sich das auf Diversität auswirkt. Leider wird Mathematikphilosophie und - geschichte derzeit nicht als Teil der Disziplin Mathematik wahrgenommen. Es fehlt der Respekt - das Gefühl des Sprechens auf gleicher Augenhöhe. Ein Wunsch wäre: In naher Zukunft einen Workshop im Mathematischen Forschungsinstitut Oberwolfach zum Thema Mathematik neu Denken zu organisieren. Das wäre eine Art Lackmustest, ob Bereitschaft zum Wandel in der Mathematik besteht. Im Januar gab es immerhin schon einen Mini-Workshop zum Thema Frauen in der Mathematikgeschichte. Literatur und weiterführende Informationen A. Blunck, A. Mischau, S. Mehlmann: Gender Competence in Mathematics Teacher Education, in Gender in Science and Technology. Interdisciplinary Approaches. Hrsg. Waltraud Ernst, Ilona Horwarth, 235–257 Bielefeld, 2014. L. Burton: Moving Towards a Feminist Epistemology of Mathematics, Educational Studies in Mathematics 28(3): 275–291, 1995. B. Curdes: Genderbewusste Mathematikdidaktik, In Gender lehren – Gender lernen in der Hochschule: Konzepte und Praxisberichte. Hrsg. Curdes, Beate, Sabine Marx, Ulrike Schleier, Heike Wiesner, S. 99-125. Oldenburg: BIS-Verlag, 2007. M. Koreuber, Hrsg: Geschlechterforschung in Mathematik und Informatik, Eine (inter)disziplinäre Herausforderung. Baden-Baden: Nomos, 2010. M. Koreuber: Emmy Noether, die Noether-Schule und die moderne Algebra. Zur Geschichte einer kulturellen Bewegung, Heidelberg: Springer, 2015. B. Langfeldt, A. Mischau, F. Reith, K. Griffiths: Leistung ist Silber, Anerkennung ist Gold. Geschlechterunterschiede im beruflichen Erfolg von MathematikerInnen und PhysikerInnen. In Bettina Langfeldt, Anina Mischau, 76–111. Strukturen, Kulturen und Spielregeln. Faktoren erfolgreicher Berufsverläufe von Frauen und Männern in MINT. Baden-Baden: Nomos, 2014. B. Langfeldt, A. Mischau: Die akademische Laufbahn in der Mathematik und Physik. Eine Analyse fach- und geschlechterbezogener Unterschiede bei der Umsetzung von Karrierewissen. Beiträge zur Hochschulforschung 37(3): 80–99, 2015. M. McCormack: Mathematics and Gender. Debates in Mathematics Education. Hrsg. Dawn Leslie, Heather Mendick, 49–57. London: Routledge, 2013. H. Mendick: Masculinities in Mathematics. Open University Press. McGraw-Hill Education (UK), 2006. H. Mihaljević-Brandt, L. Santamaria, M. Tullney: The Effect of Gender in the Publication Patterns in Mathematics, PloS one 11.10: e0165367, 2016. A. Mischau, K. Bohnet: Mathematik „anders“ lehren und lernen. In Gender – Schule – Diversität. Genderkompetenz in der Lehre in Schule und Hochschule. Hrsg. Ingrid Rieken, Lothar Beck, 99–125. Marburg: Tectum, 2014. A. Mischau, S. Martinović: Mathematics Deconstructed?! Möglichkeiten und Grenzen einer dekonstruktivistischen Perspektive im Schulfach Mathematik am Beispiel von Schulbüchern. In Queering MINT. Impulse für eine dekonstruktive Lehrer_innenbildung. Hrsg. Nadine Balze, Florian Chistobal Klenk und Olga Zitzelsberger, 85–104. Opladen: Budrich, 2017. C. Morrow, T. Perl: Notable Women in Mathematics: A Biographical Dictionary. Westport, Connecticut: Greenwood Publishing Group, 1998. B. Shulman: What if we change our Axioms? A Feminist Inquiry into the Foundations of Mathematics. Configurations 4(3): 427–451, 1996. R. Tobies, Hrsg: Aller Männerkultur zum Trotz. Frauen in Mathematik, Naturwissenschaften und Technik. Erneuerte und erweiterte Auflage der Erstveröffentlichung 1997. Frankfurt a. M: Campus, 2008. Ethnomathematik A. Radunskaya: President´s report Newsletter of the Association of Women in mathematics, Juli/Aug. 2017. T. Gowers: Blogpost in Gower's Weblog March 10th, 2009. Gendergap in science Bericht des Oberwolfach Mini-Workshops Women in Mathematics: Historical and Modern Perspectives 8.-14.1. 2017. Podcasts C. Rojas-Molian: Rage of the Blackboard, Gespräch mit G. Thäter im Modellansatz Podcast, Folge 121, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2017. G.M. Ziegler: Was ist Mathematik? Gespräch mit G. Thäter im Modellansatz Podcast, Folge 111, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2016. C. Spannagel: Flipped Classroom, Gespräch mit S. Ritterbusch im Modellansatz Podcast, Folge 51, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2015. N. Dhawan: Postkolonialismus und Geschlechterforschung, Gespräch mit M. Bartos im Zeit für Wissenschaft Podcast, Folge 13, Universität Innsbruck, 2015. M. Jungbauer-Gans: Frauen in der Wissenschaft – Gleiche Chancen, Ungleiche Voraussetzungen? Zentrum für Gender Studies und feministische Zukunftsforschung, Podcast Kombinat, Universität Marburg, 2016. In Memoriam: Maryam Mirzakhani, 1977-2017, Mathematician, Fields Medalist: Scientist, collaborator, colleague, mentee, expert, mentor, teacher, working mom, wife, daughter, friend, professor, immigrant, math doodler, woman in scienceConstanza Rojas-Molinahttps://ragebb.wordpress.com/2017/07/16/506/

Raymond Johnson from the University of Colorado and the Colorado Department of Education discusses the article, "Teachers, tasks, and tensions: Lessons from a research-practice partnership," published in the Journal of Mathematics Teacher Education. (Co-authors: Severance, Penuel, Leary) Open access preprint available through CU Raymond's Professional Webpage Inquiry Hub Partnership MathEd.Net MathEd wiki See the comments for references mentioned during the interview.

Gloriana Gonzalez from the University of Illinois and Jennifer Eli from the University of Arizona discuss their article, "Prospective and in-service teachers' perspectives on launching a task," published in the Journal of Mathematics Teacher Education. Gloriana's Professional Webpage Jennifer's Professional Webpage See the comments for references mentioned during the interview. List of episodes

Sue Peters from the University of Louisville discusses her article, "Developing understanding of statistical variation: Secondary statistics teachers' perceptions and recollections of learning factors," published in the Journal of Mathematics Teacher Education, Vol. 17. Sue's Professional Webpage See the comments for references mentioned during the interview. Complete list of episodes

Sarah Bleiler from Middle Tennessee State University discusses her article, "Providing written feedback on students' mathematical arguments: Proof validations of prospective secondary mathematics teachers," published in the Journal of Mathematics Teacher Education (Co-authors: Thompson, Krajcevski). Sarah's Professional Website See the comments for references mentioned during the interview.

Chandra Orrill from UMass-Dartmouth and the Kaput Center discusses the article, "Making sense of double number lines in professional development: Exploring teachers' understandings of proportional relationships," from the Journal of Mathematics Teacher Education. (Co-author: Rachael Brown) link to article Chandra's Professional Website InterMath Project Website See the comments for references mentioned in the interview.