Podcasts about mathematics teaching

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/

Episode107-Lynne Godfrey, "Mathematics: Teaching Mathematics like Social Studies"

Unseen Question 002:In this episode of Thinking Deeply about Primary Education we're diving into an unseen question from our listeners. This week, Stuart Welsh gives his thoughts on ways to develop a consistent, research-informed approach to mathematics teaching.TDaPE Mathematics Playlist (Over 22 hours of mathematics focused episodes) Enjoy this episode? Let us know in the comments, wherever you listen...

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.

PART 2!! Camellia gets an opportunity to sit down with her bestie and long time friend Avra Merritt!  They continue to unpack this last leg of their lives called the "beast"!  Come on let's have a conversation! Avra Merritt is a seasoned educator with a master's degree who has dedicated her career to secondary math and volleyball coaching. She has a proven track record of success, having piloted an intervention program for Waco ISD and being recognized as a top tier math teacher. Additionally, Avra has shared her expertise with colleagues through workshops at the Conference for the Advancement of Mathematics Teaching. Beyond her professional pursuits, she has also volunteered with NAMI, helping families cope with mental illness. As she enters a new phase of life as a mother, grandmother, and empty nester, Avra continues to pursue her personal interests in poetry writing, mental health, and self-care. Like subscribe on Spotify, Apple, and Youtube @thatscamellia Contact Camellia to be a guest on her show today! Contact Camellia for booking for 1:1 coaching: Are you ready to make a bold move? Sign up with Camellia for her mini coaching session and when action is taken, it will change your life!   https://calendly.com/thatscamellia/podcast-interview-schedule-and-topic-confirmation Book Camellia for mentoring and/or inspirational coaching or speaking engagements on www.camelliavarnado.com Untitled form - Google Forms

Camellia gets an opportunity to sit down with her bestie and long time friend Avra Merritt!  They continue to unpack this last leg of their lives called the "beast"!  Come on let's have a conversation! Avra Merritt is a seasoned educator with a master's degree who has dedicated her career to secondary math and volleyball coaching. She has a proven track record of success, having piloted an intervention program for Waco ISD and being recognized as a top tier math teacher. Additionally, Avra has shared her expertise with colleagues through workshops at the Conference for the Advancement of Mathematics Teaching. Beyond her professional pursuits, she has also volunteered with NAMI, helping families cope with mental illness. As she enters a new phase of life as a mother, grandmother, and empty nester, Avra continues to pursue her personal interests in poetry writing, mental health, and self-care. Like subscribe on Spotify, Apple, and Youtube @thatscamellia Contact Camellia to be a guest on her show today! Contact Camellia for booking for 1:1 coaching: Are you ready to make a bold move? Sign up with Camellia for her mini coaching session and when action is taken, it will change your life!   https://calendly.com/thatscamellia/podcast-interview-schedule-and-topic-confirmation Book Camellia for mentoring and/or inspirational coaching or speaking engagements on www.camelliavarnado.com Untitled form - Google Forms

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.

Episode100-Kenya Overton and Dr. Tutita Casa, "Mathematics Teaching that Uncovers What Students CAN Do"

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.

A conversation about Chapter 2: Unpacking Culturally Responsive Mathematics Teaching: Retooling Your Pedagogy from the book "Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms" by Maria del Rosario Zavala and Julia Maria Aguirre to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠⁠bit.ly/sumofitall_transcripts_S13⁠⁠.   Music provided by Purple Planet

Learning to teach mathematics teachers better with Dr. Cat Maiorca from Oklahoma State University and Dr. Jessica Ivy from Purdue University Northwest. They share findings from their presentation at the AMTE 2024 conference that won the 2024 AMTE National Technology Leadership Initiative award, entitled Developing Mathematics Lessons and Assessments with Chatbots for Learning in Teacher Education: Innovation and Challenges. During this conversation, they describe considerations for judiciously selecting and using Artificial Intelligence (AI) tools in mathematics teacher education. Show notes: Our guests are joined by their colleagues to present an AMTE Webinar on this topic on April 3, 2024. AI-Powered Math Education: What Math Teacher Educators Need to Know (https://amte.net/content/ai-powered-math-education-what-math-teacher-educators-need-know) Wednesday, April 3 2024, 9 am Pacific; 12:00 pm Eastern Artificial Intelligence and the Future of Teaching and Learning U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, Washington, DC, 2023. https://tech.ed.gov/ai/ (https://tech.ed.gov/ai/) Reinhart, S. C. (2000). Never say anything a kid can say! Mathematics Teaching in the Middle School, 5(8), 478-483. https://doi.org/10.5951/MTMS.5.8.0478 (https://doi.org/10.5951/MTMS.5.8.0478) Sinek, S. (2009, September). How great leaders inspire action. TEDxPuget Sound. https://www.ted.com/talks/simonsinekhowgreatleadersinspireaction?language=en (https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action?language=en) AI Tools to play with: (inclusion does not imply endorsement) Magic School (https://www.magicschool.ai/) Claude (https://claude.ai/login?returnTo=%2F) ChatGPT (https://chat.openai.com/auth/login) Mathematics Teacher Educator Podcast (https://mtepodcast.amte.net) Special Guests: Cat Maiorca and Jessica Ivy.

A conversation about Chapter 1: Culturally Responsive Mathematics Teaching: Purpose and Principles from the book "Cultivating Mathematical Hearts: Culturally Responsive Mathematics Teaching in Elementary Classrooms" by Maria del Rosario Zavala and Julia Maria Aguirre to support you on your asynchronous book club journey with us.  Transcripts of the episodes can be found at ⁠bit.ly/sumofitall_transcripts_S13⁠.   Music provided by Purple Planet

Rounding Up Season 2 | Episode 13 – Rough Draft Math Guest: Dr. Amanda Jansen Mike Wallus: What would happen if teachers consistently invited students to think of their ideas in math class as a rough draft? What impact might this have on students' participation, their learning experience, and their math identity? Those are the questions we'll explore today with Dr. Mandy Jansen, the author of “Rough Draft Math,” on this episode of Rounding Up.  Mike: Well, welcome to the podcast, Mandy. We are excited to be talking with you.  Mandy Jansen: Thanks, Mike. I'm happy to be here.  Mike: So, I'd like to start by asking you where the ideas involved in “Rough Draft Math” originated. What drove you and your collaborators to explore these ideas in the first place?  Mandy: So, I work in the state of Delaware. And there's an organization called the Delaware Math Coalition, and I was working in a teacher study group where we were all puzzling together—secondary math teachers—thinking about how we could create more productive classroom discussions. And so, by productive, one of the ways we thought about that was creating classrooms where students felt safe to take intellectual risks, to share their thinking when they weren't sure, just to elicit more student participation in the discussions. One way we went about that was, we were reading chapters from a book called “Exploring Talk in School” that was dedicated to the work of Doug Barnes. And one of the ideas in that book was, we could think about fostering classroom talk in a way that was more exploratory. Exploratory talk, where you learn through interaction. Students often experience classroom discussions as an opportunity to perform. "I want to show you what I know.” And that can kind of feel more like a final draft. And the teachers thought, “Well, we want students to share their thinking in ways that they're more open to continue to grow their thinking.” So, in contrast to final draft talk, maybe we want to call this rough draft talk because the idea of exploratory talk felt like, maybe kind of vague, maybe hard for students to understand. And so, the term “rough draft talk” emerged from the teachers trying to think of a way to frame this for students.  Mike: You're making me think about the different ways that people perceive a rough draft. So, for example, I can imagine that someone might think about a rough draft as something that needs to be corrected. But based on what you just said, I don't think that's how you and your collaborators thought about it, nor do I think that probably is the way that you framed it for kids. So how did you invite kids to think about a rough draft as you were introducing this idea?  Mandy: Yeah, so we thought that the term “rough draft” would be useful for students if they have ever thought about rough drafts in maybe language arts. And so, we thought, “Oh, let's introduce this to kids by asking, ‘Well, what do you know about rough drafts already? Let's think about what a rough draft is.'” And then we could ask them, “Why do you think this might be useful for math?” So, students will brainstorm, “Oh yeah, rough draft, that's like my first version” or “That's something I get the chance to correct and fix.” But also, sometimes kids would say, “Oh, rough drafts … like the bad version. It's the one that needs to be fixed.” And we wanted students to think about rough drafts more like, just your initial thinking, your first ideas; thinking that we think of as in progress that can be adjusted and improved. And we want to share that idea with students because sometimes people have the perception that math is, like, you're either right or you're wrong, as opposed to something that there's gradients of different levels of understanding associated with mathematical thinking. And we want math to be more than correct answers, but about what makes sense to you and why this makes sense. So, we wanted to shift that thinking from rough drafts being the bad version that you have to fix to be more like it's OK just to share your in-progress ideas, your initial thinking. And then you're going to have a chance to keep improving those ideas.  Mike: I'm really curious, when you shared that with kids, how did they react? Maybe at first, and then over time? Mandy: So, one thing that teachers have shared that's helpful is that during a class discussion where you might put out an idea for students to think about, and it's kind of silent, you get crickets. If teachers would say, “Well, remember it's OK to just share your rough drafts.” It's kind of like letting the pressure out. And they don't feel like, “Oh wait, I can't share unless I totally know I'm correct. Oh, I can just share my rough drafts?” And then the ideas sort of start popping out onto the floor like popcorn, and it really kind of opens up and frees people up. “I can just share whatever's on my mind.” So that's one thing that starts happening right away, and it's kind of magical that you could just say a few words and students would be like, “Oh, right, it's fine. I can just share whatever I'm thinking about.”  Mike: So, when we were preparing for this interview, you said something that has really stuck with me and that I've found myself thinking about ever since. And I'm going to paraphrase a little bit, but I think what you had said at that point in time was that a rough draft is something that you revise. And that leads into a second set of practices that we could take up for the benefit of our students. Can you talk a little bit about the ideas for revising rough drafts in a math classroom?  Mandy: Yes. I think when we think about rough drafts in math, it's important to interact with people thinking by first, assuming those initial ideas are going to have some merit, some strength. There's going to be value in those initial ideas. And then once those ideas are elicited, we have that initial thinking out on the floor. And so, then we want to think about, “How can we not only honor the strengths in those ideas, but we want to keep refining and improving?” So inviting revision or structuring revision opportunities is one way that we then can respond to students' thinking when they share their drafts. So, we want to workshop those drafts. We want to work to revise them. Maybe it's peer-to-peer workshops. Maybe it's whole-class situation where you may get out maybe an anonymous solution. Or a solution that you strategically selected. And then work to workshop that idea first on their strengths, what's making sense, what's working about this draft, and then how can we extend it? How can we correct it, sure. But grow it, improve it. Mandy: And promoting this idea that everyone's thinking can be revised. It's not just about your work needs to be corrected, and your work is fine. But if we're always trying to grow in our mathematical thinking, you could even drop the idea of correct and incorrect. But everyone can keep revising. You can develop a new strategy. You can think about connections between representations or connections between strategies. You can develop a new visual representation to represent what makes sense to you. And so, just really promoting this idea that our thinking can always keep growing. That's sort of how we feel when we teach something, right? Maybe we have a task that we've taught multiple times in a row, and every year that we teach it we may be surprised by a new strategy. We know how to solve the problem—but we don't have to necessarily just think about revising our work but revising our thinking about the ideas underlying that problem. So really promoting that sense of wonder, that sense of curiosity, and this idea that we can keep growing our thinking all the time.  Mike: Yeah, there's a few things that popped out when you were talking that I want to explore just a little bit. I think when we were initially planning this conversation, what intrigued me was the idea that this is a way to help loosen up that fear that kids sometimes feel when it does feel like there's a right or a wrong answer, and this is a performance. And so, I think I was attracted to the idea of a rough draft as a vehicle to build student participation. I wonder if you could talk a little bit about the impact on their mathematical thinking, not only the way that you've seen participation grow, but also the impact on the depth of kids' mathematical thinking as well.  Mandy: Yes, and also I think there's impact on students' identities and sense of self, too. So, if we first start with the mathematical thinking. If we're trying to work on revising—and one of the lenses we bring to revising, some people talk about lenses of revising as accuracy and precision. I think, “Sure.” But I also think about connectedness and building a larger network or web of how ideas relate to one another. So, I think it can change our view of what it means to know and do math, but also extending that thinking over time and seeing relationships. Like relationships between all the different aspects of rational number, right? Fractions, decimals, percents, and how these are all part of one larger set of ideas. So, I think that you can look at revision in a number of different grain sizes.  Mandy: You can revise your thinking about a specific problem. You can revise your thinking about a specific concept. You can revise your thinking across a network of concepts. So, there's lots of different dimensions that you could go down with revising. But then this idea that we can see all these relationships with math … then students start to wonder about what other relationships exist that they hadn't thought of and seen before. And I think it can also change the idea of, “What does it mean to be smart in math?” Because I think math is often treated as this right or wrong idea, and the smart people are the ones that get the right idea correct, quickly. But we could reframe smartness to be somebody who is willing to take risk and put their initial thinking out there. Or someone who's really good at seeing connections between people's thinking. Or someone who persists in continuing to try to revise. And just knowing math and being smart in math is so much more than this speed idea, and it can give lots of different ways to show people's competencies and to honor different strengths that students have.  Mike: Yeah, there are a few words that you said that keep resonating for me. One is this idea of connections. And the other word that I think popped into my head was “insights.” The idea that what's powerful is that these relationships, connections, patterns, that those are things that can be become clearer or that one could build insights around. And then, I'm really interested in this idea of shifting kids' understanding of what mathematics is away from answer-getting and speed into, “Do I really understand this interconnected bundle of relationships about how numbers work or how patterns play out?” It's really interesting to think about all of the ramifications of a process like rough draft work and how that could have an impact on multiple levels.  Mandy: I also think that it changes what the classroom space is in the first place. So, if the classroom space is now always looking for new connections, people are going to be spending more time thinking about, “Well, what do these symbols even mean?” As opposed to pushing the symbols around to get the answer that the book is looking for.  Mike: Amen. Mandy: And I think it's more fun. There are all kinds of possible ways to understand things. And then I also think it can improve the social dimension of the classroom, too. So, if there's lots of possible connections to notice or lots of different ways to relationships, then I can try to learn about someone else's thinking. And then I learn more about them. And they might try to learn about my thinking and learn more about me. And then we feel, like, this greater connection to one another by trying to see the world through their eyes. And so, if the classroom environment is a space where we're trying to constantly see through other people's eyes, but also let them try to see through our eyes, we're this community of people that is just constantly in awe of one another. Like, “Oh, I never thought to see things that way.” And so, people feel more appreciated and valued.  Mike: So, I'm wondering if we could spend a little bit of time trying to bring these ideas to life for folks who are listening. You already started to unpack what it might look like to initially introduce this idea, and you've led me to see the ways that a teacher might introduce or remind kids about the fact that we're thinking about this in terms of a rough draft. But I'm wondering if you can talk a little bit about, how have you seen educators bring these ideas to life? How have you seen them introduce rough draft thinking or sustain rough draft thinking? Are there any examples that you think might highlight some of the practices teachers could take up?  Mandy: Yeah, definitely. So, I think along the lines of, “How do we create that culture where drafting and revising is welcome in addition to asking students about rough drafts and why they might make sense of math?” Another approach that people have found valuable is talking with students about … instead of rules in the classroom, more like their rights. What are your rights as a learner in this space? And drawing from the work of an elementary teacher in Tucson, Arizona, Olga Torres, thinking about students having rights in the classroom, it's a democratic space. You have these rights to be confused, the right to say what makes sense to you, and represent your thinking in ways that make sense to you right now. If you honor these rights and name these rights, it really just changes students' roles in that space. And drafting and revising is just a part of that.  Mandy: So different culture-building experiences. And so, with the rights of a learner brainstorming new rights that students want to have, reflecting on how they saw those rights in action today, and setting goals for yourself about what rights you want to claim in that space. So then, in addition to culture building and sustaining that culture, it has to do—right, like Math Learning Center thinks about this all the time—like, rich tasks that students would work on. Where students have the opportunity to express their reasoning and maybe multiple strategies because that richness gives us so much to think about.  And drafts would a part of that. But also, there's something to revise if you're working on your reasoning or multiple strategies or multiple representations. So, the tasks that you work on make a difference in that space. And then of course, in that space, often we're inviting peer collaboration.  Mandy: So, those are kinds of things that a lot of teachers are trying to do already with productive practices. But I think the piece with rough draft math then, is “How are you going to integrate revising into that space?” So eliciting students' reasoning and strategies—but honoring that as a draft. But then, maybe if you're having a classroom discussion anyway, with the five practices where you're selecting and sequencing student strategies to build up to larger connections, at the end of that conversation, you can add in this moment where, “OK, we've had this discussion. Now write down individually or turn and talk. How did your thinking get revised after this discussion? What's a new idea you didn't have before? Or what is a strategy you want to try to remember?” So, adding in that revision moment after the class discussion you may have already wanted to have, helps students get more out of the discussion, helps them remember and honor how their thinking grew and changed, and giving them that opportunity to reflect on those conversations that maybe you're trying to already have anyway, gives you a little more value added to that discussion.  Mandy: It doesn't take that much time, but making sure you take a moment to journal about it or talk to a peer about it, to kind of integrate that more into your thought process. And we see revising happening with routines that teachers often use, like, math language routines such as stronger and clearer each time where you have the opportunity to share your draft with someone and try to understand their draft, and then make that draft stronger or clearer. Or people have talked about routines, like, there's this one called “My Favorite No,” where you get out of student strategy and talk about what's working and then why maybe a mistake is a productive thing to think about, try to make sense out of. But teachers have changed that to be “My Favorite Rough Draft.” So, then you're workshopping reasoning or a strategy, something like that. And so, I think sometimes teachers are doing things already that are in the spirit of this drafting, revising idea. But having the lens of rough drafts and revising can add a degree of intentionality to what you already value. And then making that explicit to students helps them engage in the process and hopefully get more out of it.  Mike: It strikes me that that piece that you were talking about where you're already likely doing things like sequencing student work to help tell a story, to help expose a connection. The power of that add-on where you ask the question, “How has your thinking shifted? How have you revised your thinking?” And doing the turn and talk or the reflection. It's kind of like a marking event, right? You're marking that one, it's normal, that your ideas are likely going to be refined or revised. And two, it sets a point in time for kids to say, “Oh yes, they have changed.” And you're helping them capture that moment and notice the changes that have already occurred even if they happened in their head.  Mandy: I think it can help you internalize those changes. I think it can also, like you said, kind of normalize and honor the fact that the thinking is continually growing and changing. I think we can also celebrate, “Oh my gosh, I hadn't thought about that before, and I want to kind of celebrate that moment.” And I think in terms of the social dimension of the classroom, you can honor and get excited about, “If I hadn't had the opportunity to hear from my friend in the room, I wouldn't have learned this.” And so, it helps us see how much we need one another, and they need us. We wouldn't understand as much as we're understanding if we weren't all together in this space on this day and this time working on this task. And so, I love experiences that help us both develop our mathematical understandings and also bond us to one another interpersonally.  Mike: So, one of the joys for me of doing this podcast is getting to talk about big ideas that I think can really impact students' learning experiences. One of the limitations is, we usually spend about 20 minutes or so talking about it, and we could talk about this for a long time, Mandy. I'm wondering, if I'm a person who's listening, and I'm really interested in continuing to learn about rough draft math, is there a particular resource or a set of resources that you might recommend for someone who wants to keep learning? Mandy: Thank you for asking. So, like you said, we can think about this for a long time, and I've been thinking about it for seven or eight years already, and I still keep growing in my thinking. I have a book called “Rough Draft Math: Revising to Learn” that came out in March 2020, which is not the best time for a book to come out, but that's when it came out. And it's been really enjoyable to connect with people about the ideas. And what I'm trying to do in that book is show that rough draft math is a set of ideas that people have applied in a lot of different ways. And I think of myself kind of as a curator, curating all the brilliant ideas that teachers have had if they think about rough drafts and revising a math class. And the book collects a set of those ideas together.  Mandy: But a lot of times, I don't know if you're like me, I end up buying a bunch of books and not necessarily reading them all. So, there are shorter pieces. There's an article in Mathematics Teaching in the Middle School that I co-wrote with three of the teachers in the Delaware Teacher Study Group, and that is at the end of the 2016 volume, and it's called “Rough-Draft Talk.” And that's only 1,800 words. That's a short read that you could read with a PLC or with a friend. And there's an even shorter piece in the NCTM Journal, MTLT, in the “Ear to the Ground” section. And I have a professional website that has a collection of free articles because I know those NCTM articles are behind a paywall. And so, I can share that. Maybe there's show notes where we can put a link and there's some pieces there.  Mike: Yes, absolutely. Well, I think that's probably a good place to stop. Thank you again for joining us, Mandy. It really has been a pleasure talking with you.  Mandy: Thank you so much, Mike. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

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)

In this episode of Room to Grow, Curtis and Joanie consider ways to uncover how students are actually thinking about the mathematics they are learning. Using a real-life, recent incident between Curtis and his sixth grade son, our hosts consider the challenging fact that many students think that success in math class means figuring out what answer the teacher (or the computer program/app, or the back of the book) is looking for. They posit that when educators are always focused on the mathematics of the moment – what is being learned in a single lesson, week, or unit – we can focus students on the smaller grain size ideas instead of helping them to place their learning in the bigger picture of mathematics as a whole. As always, the episode recognizes that teachers work very hard at a very complex task: teaching young minds to deeply understand important mathematics!We encourage you to explore the resources below, referenced in this episode:“Listening to and Learning from Student Thinking,” by Elham Kazemi, Lynsey K. Gibbons, Kendra Lomax, and Megan L. Franke from Teaching Children Mathematics, October 2016.“Making Student Thinking Public,” by Shari Stockero and Laura R. Van Zoest from The Mathematics Teacher, May 2011.“Attending to Evidence of Students' Thinking during Instruction,” by Miriam Gamoran Sherin and James Lynn, from Mathematics Teaching in the Middle School, May 2019.The Five Practices for Orchestrating Productive Mathematical Discussions by Margaret Smith and Mary Kay Stein, ISBN: 978-1-68054-016-1Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

Rounding Up Season 2 | Episode 9 – Instructional & Assessment Practices Guest: Dr. Kim Morrow-Leong Mike Wallus: What are the habits of mind that educators can adopt to be more responsive to our students' thinking? And how can we turn these habits of mind into practical steps that we can take on a regular basis? Dr. Kim Morrow-Leong has some thoughts on this topic. Today, Kim joins the podcast, and we'll talk with her about three mental shifts that can profoundly impact educators instructional and assessment practices.  Mike: Kim Morrow-Leong, welcome to the podcast. We're excited to have you. Kim Morrow-Leong: Thank you, Mike. It's nice to be here. Mike: I'm really excited to talk about the shifts educators can make to foster responsive interpretations of student thinking. This is an idea that for me has been near and dear for a long time, and it's fun to be able to have this conversation with you because I think there are some things we're going to get into that are shifts in how people think. But they're also practical. You introduced the shift that you proposed with a series of questions that you suggested that teachers might ask themselves or ask their colleagues, and the first question that you posed was, “What is right?” And I'm wondering what do you mean when you suggest that teachers might ask themselves or their colleagues this question when they're interpreting student thinking? Kim: So, I'm going to rephrase your question a little bit and change the emphasis to say, “What is right?” And the reason I want to change the emphasis of that is because we often talk about what is wrong, and so rather than talking about what is wrong, let's talk about what's right. When we look at student work, it's a picture. It's a snapshot of where they are at that particular moment. And the greater honesty that we can bring to that situation to understand what their thinking is, the better off we're going to be. So, there's a lot of talk lately about asset-based instruction, asset-based assessment, and I think it's a great initiative and it really gets us thinking about how we can think about what students are good at and what they bring to the table or what they bring to the classroom culture. But we don't often talk a lot about how we do that, how we break the mold. Because many of our metaphors and our language about learning are linear, and they indicate that students are moving from somewhere to achieve a goal somewhere down the path, somewhere down the line. Kim: How do you switch that around? Well, rather than looking at what they're missing and what part of the path they haven't achieved yet, we can look at where they are at the moment because that reflects everything they've learned up to that moment. So, one of the ways we can do this is to unpack our standards a little more carefully, and I think a lot of people are very good at looking at what the skills are and what our students need to be able to do by the end of the year. But a lot of what's behind a standard are concepts. What are some big ideas that must be in place for students to be successful with the skills? So, I'm going to give a very specific example. This one happens to be about a fourth-grade question that we've asked before in a district I used to work at. The task is to sketch as many rectangles as you can that are 48 square units. Kim: There's some skills behind this, but understanding what the concepts are is going to give us a little more insight into student thinking. So, one of the skills is to understand that there are many ways to make 48: to take two factors and multiply them together and only two factors, and to make a product of 48 or to get the area. But a concept behind that is that 48 is the product of two numbers. It's what happens when you multiply one dimension by the other dimension. It's not the measure of one of the dimensions. That's a huge conceptual idea for students to sort out what area is and what perimeter is, and we want to look for evidence of what they understand about the differences between what the answer to an area problem is and what the answer to, for example, a perimeter problem is. Another concept is that area indicates that a space is covered by squares. Kim: The other big concept here is that this particular question is going to have more than one answer. You're going to have 48 as a product, but you could have six times eight and four times 12 and many others. So that's a lot of things going into this one, admittedly very rich, task for students to take in. One of the things I've been thinking a lot about lately is this idea of a listening stance. So, a listening stance describes what you're listening for. It describes how you're listening. Are you listening for the right answer? Are you listening to understand students' thinking? Are you listening to respond or are you listening to hear more—and asking for more information from your student or really from any listener? So, one of the ways we could think about that, and perhaps this sounds familiar to you, is you could have what we call an evaluative listening stance. Kim: An evaluative listening stance is listening for the right answer. As you listen to what students say, you're listening for the student who gives you the answer that you're looking for. So, here's an example of something you might see. Perhaps a student covers their space and has dimensions for the rectangle of seven times six, and they tell you that this is a space that has an area of 48 square units. There's something right about that. They are really close. Because you can look at their paper and you can see squares on their paper and they're arranged in an array and you can see the dimensions on this side and the dimensions on that side, and you can see that there's almost 48 square units. I know we all can see what's wrong about that answer, but that's not what we're thinking about right now. We're thinking about what's right. And what's right is they covered that space with an area that is something by six. This is a great place to start with this student to figure out where they got that answer. If you're listening evaluatively, that's a wrong answer and there's nowhere else to go. So, when we look at what is right in student work, we're looking for the starting point. We're looking for what they know so that we can begin there and make a plan to move forward with them. You can't change where students are unless you meet them where they are and help them move forward. Mike: So, the second question that you posed was, “Can you cite evidence for what you're saying?” So again, talk us through what you're asking, when you ask teachers to pose this question to themselves or to their colleagues. Kim: Think about ways that you might be listening to a student's answer and very quickly say, “Oh, they got it,” and you move on. And you grab the next student's paper or the next student comes up to your desk and you take their work and you say, “Tell me what you're thinking.” And they tell you something. You say, “That's good,” and you move to the next one. Sometimes you can take the time to linger and listen and ask for more and ask for more and ask for more information. Teachers are very good at gathering information, at a glance. We can look at a stack of papers and in 30 seconds get a good snapshot of what's happening in that classroom. But in that efficiency we lose some details. We lose information about specifics, about what students understand, that we can only get by digging in and asking more questions. Kim: Someone once told me that every time a student gives an answer, you should follow it with, “How do you know?” And somebody raised their hand and said, “Well, what if it's the right answer?” And the presenter said, “Oh, you still ask it. As a matter of fact, that's the best one to ask. When you ask, ‘How do you know?' you don't know what you're going to hear, you have no idea what's going to happen.” And sometimes those are the most delightful surprises, is to hear some fantastical creative way to solve a problem that you never would've thought about. Unless you ask, you won't hear these wonderful things. Sometimes you find out that a correct answer has some flawed reasoning behind it. Maybe it's reasoning that only works for that particular problem, but it won't work for something else in the future. You definitely want to know that information so that you can help that student rethink their reasoning so that the next time it always works. Kim: Sometimes you find out the wrong answers are accidents. They're just a wrong computation. Everything was perfect up until the last moment and they said three times two is five, and then they have a wrong answer. If you don't ask more either in writing or verbally, you have incorrect information about that student's progress, their understandings, their conceptual development and even their skills. That kind of thing happens to everyone because we're human. By asking for more information, you're really getting at what is important in terms of student errors and what is not important, what is just easily fixable. I worked with a group of teachers once to create some open-ended tasks that require extended answers, and we sat down one time to create rubrics. And we did this with student work, so we laid them all out and someone held up a paper and said, “This is it!” Kim: “This student gets it.” And so, we all took a copy of this work and we looked at it. And we were trying to figure out what exactly does this answer communicate that makes sense to us? That seems to be an exemplar. And so, what we did was we focused on exactly what the students said. We focused on the evidence in front of us. This one was placing decimal numbers on a number line. We noted that the representation was accurate, that the position of the point on the number line was correct. We noticed that the label on the point matched the numbers in the problem, so that made sense. But then all of a sudden somebody said, “Well, wait a minute. There's an answer here, but I don't know how this answer got here.” Something happened, and there's no evidence on the page that this student added this or subtracted this, but magically the right answer was there. And it really drove home for this group—and for me, it really stuck with me—the idea that you can see a correct answer but not know the thinking behind it. Kim: And so, we learned from that point on to always focus on the evidence in front of us and to make declarative statements about what we saw, what we observed, and to hold off on making inferences. We saved our inferences for the end. After I had this experience with the rubric grading and with this group of teachers and coaches, I read something about over attribution and under attribution. And it really resonated with me. Over attribution is when you make the claim that a student understands something when there really isn't enough evidence to make that statement. It doesn't mean that's true or not true, it means that you don't have enough information in front of you. You don't have enough evidence to make that statement. You over attribute what it is they understand based on what's in front of you. Similarly, you get under attribution. You have a student who brings to you a drawing or a sketch or a representation of some sort that you don't understand because you've never seen anybody solve a problem this way before. Kim: You might come to the assumption that this student doesn't understand the math task at hand. That could be under attribution. It could be that you have never seen this before and you have not yet made sense of it. And so, focusing on evidence really gets us to stop short of making broad, general claims about what students understand, making broad inferences about what we see. It asks us to cite evidence to be grounded in what the student actually put on the paper. For some students, this is challenging because they mechanically have difficulties putting things on paper. But we call a student up to our desk and say, “Can you tell me more about what you've done here? I'm not following your logic.” And that's really the solution is to ask more questions. I know, you can't do this all the time. But you can do it once in a while, and you can check yourself if you are assigning too much credit for understanding to a student without evidence. And you can also check yourself and say, “Hmm, am I not asking enough questions of this student? Is there something here that I don't understand that I need to ask more about?” Mike: This is really an interesting point because what I'm finding myself thinking about is my own practice. What I feel like you're offering is this caution, which says, “You may have a set of cumulative experiences with children that have led you to a set of beliefs about their understanding or how they come to understanding. But if we're not careful—and even sometimes even if we are careful—we can bring that in a way that's actually less helpful, less productive,” right? It's important to look at things and actually say, “What's the evidence?” Rather than, “What's the body of my memory of this child's previous work?” It's not to say that that might not have value, but at this particular point in time, “What's the evidence that I see in front of me?” Kim: That's a good point, and it reminds me of a practice that we used to have when we got together and assessed these open-ended tasks. The first thing we would do is we put them all in the middle of the table and we would not look at our own students' work. That's a good strategy if you work with a team of people, to use these extended assessments or extended tasks to understand student thinking, is to share the load. You put them all out there. And the other thing we would do is we would take the papers, turn them over and put a Post-it note on the back. And we would take our own notes on what we saw, the evidence that we saw. We put them on a Post-it note, turn them over and then stick the Post-it note to the back of the work. There are benefits to looking at work fresh without any preconceived notions that you bring to this work. There are other times when you want all that background knowledge. My suggestion is that you try it differently, that you look at students' work for students you don't know and that you not share what you're seeing with your colleagues immediately, is that you hold your opinions on a Post-it to yourself, and then you can share it afterwards. You can bring the whole conversation to the whole table and look at the data in front of you and discuss it as a team afterwards. But to take your initial look as an individual with an unknown student. Mike: Hmm. I'm going to jump to the third shift that you suggest, which is less of a question and more of a challenge. You talk about the idea of moving from anticipating to targeting a learning trajectory, and I'm wondering if you could talk about what that means and why you think it's important. Kim: Earlier we talked about how important it is to understand and unpack our standards that we're teaching so that we know what to look for. And I think the thing that's often missed, particularly in standards in the older grades, is that there are a lot of developmental steps between, for example, a third-grade standard and a fourth-grade standard. There are skills and concepts that need to grow and develop, but we don't talk about those as much as perhaps we should. Each one of those conceptual ideas we talked about with the area problem we discussed may come at different times. It may not come during the unit where you are teaching area versus perimeter versus multiplication. That student may not come to all of those conceptual understandings or acquire all of the skills they need at the same time, even though we are diligently teaching it at the same time. Kim: So, it helps to look at third grade to understand, what are these pieces that make up this particular skill? What are the pieces that make up the standard that you're trying to unpack and to understand? So, the third shift in our thinking is to let go of the standard as our goal, but to break apart the standard into manageable pieces that are trackable because really our standards mean by the end of the year. They don't mean by December, they mean by the end of the year. So that gives you the opportunity to make choices. What are you going to do with the information you gather? You've asked what is right about student work. You've gathered evidence about what they understand. What are you going to do with that information? That perhaps is the hardest part. There's something out there called a learning trajectory that you've mentioned. Kim: A learning trajectory comes out of people who really dig in and understand student thinking on a fine-grain level, how students will learn … developmentally, what are some ideas they will develop before they develop other ideas? That's the nature of a learning trajectory. And sometimes those are reflected in our standards. The way that kindergartners are asked to rote count before they're asked to really understand one-to-one correspondence. We only expect one-to-one correspondence up to 20 in kindergarten, but we expect counting up to a hundred because we acknowledge that that doesn't come at the same time. So, a learning trajectory to some degree is built into your standards. But as we talked about earlier, there are pieces and parts that aren't outlined in your standards. One of the things we know about students and their interactions with grids and arrays is that a student might be able to recognize an array that is six by eight, but they may not yet be able to draw it. Kim: The spatial structuring that's required to create a certain number of lines going vertically and a certain number of lines going horizontally may not be in place. At the same time, they are reading a arrays and understanding what they mean. So, the skill of structuring the space around you takes time. The task where we ask them to draw these arrays is asking something that some kids may not yet be able to do, to draw these grids out. If we know that we can give them practice making arrays, we can give them tools to make arrays, we can give them blocks to make arrays, and we can scaffold this and help them move forward. What we don't want to assume is that a student who cannot yet make a six by eight array can't do any of it because that's not true. There's parts they can do. So, our job as teachers is to look at what they do, look carefully at the evidence of what they do, and then make a plan. Use all of that skill and experience that's on our teams. Even if you're a new teacher, all those people on your teams know a lot more than they're letting on, and then you can make a plan to move forward and help that student make these smaller steps so they can reach the standard. Mike: When we talked earlier, one of the things that you really shifted for me was some of the language that I found myself using. So, I know I have been in the habit of using the word “misconception” when we're talking about student work. And the part of the conversation that we had that really has never left me is this idea of, what do we actually mean when we say “misconception”? Because I found that the more I reflected on it, I used that language to describe a whole array of things that kids were doing, and not all of them were what I think a misconception actually is. Can you just talk about this language of misconception and how we use it and perhaps what we might use instead to be a little bit more precise? Kim: I have stopped using the word misconception myself. Students understand what they understand. It's our job to figure out what they do understand. And if it's not at that mature level we need it to be for them to understand the concept, what disequilibrium do I need to introduce to them? I'm borrowing from Piaget there. You have to introduce some sort of challenge so that they have the opportunity to restructure what it is they understand. They need to take their current conception, change it with new learning to become a new conception. That's our teaching opportunity right there. That's where I have to start. Mike: Before we close, I have to say one of the big takeaways from this conversation is the extent to which the language that I use, and I mean literally what I say to myself internally or what I say to my colleagues when we're interpreting student work or student thinking, that that language has major implications for my instruction and that the language that surrounds my assessing, my interpreting and my planning habits really matters. Kim: It does. You are what you practice. You are what you put forth into the world. And to see a truly student-centered point of view requires a degree of empathy that we have to learn. Mike: So, before you go, Kim, I'm wondering, can you share two or three resources that have really shaped your thinking on the interpretation of student learning? Kim: Yes, I could. And one of them is the book, “Children's Mathematics.” There's a lot of information in this book, and if you've ever engaged with the work of cognitively guided instruction, you're familiar with the work in this book. There's plenty of content knowledge, there's plenty of pedagogical content knowledge in this book. But the message that I think is the most important is that everything they learn, they learn by listening. They listen to what students were saying. And the second piece is called “Warning Signs!” And this one is one of my favorites. And in this book, they give three warning signs that you as a teacher are taking over students' learning. And one example that comes to mind for me is you take the pencil from the student. It's such a simple thing that we would just take it into quickly get something out, but to them, they expressed that that's a warning sign that you're about to take over their thinking. So, I highly recommend that one. And there's another one that I always recommend. It was published in Mathematics Teaching in the Middle School. It's called “Never Say Anything a Kid Can Say!” That's a classic. I highly recommend it if you've never read it. Mike: Kim Morrow-Leong, thank you for joining us. It's really been a pleasure. Kim: Mike, thank you for having me. This has been delightful. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

Join Math Teacher Lounge as we continue our season-long discussion on math fluency with a special live recording at NCTM 2023. In this episode, our guest, Jennifer Bay-Williams Ph.D., and Dan dive into math fluency games to discuss how we bring joy into the classroom while building math fluency.For more from Jennifer, check out the following resources:Discover more math fluency games with Jennifer's book, Math Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention.Move students beyond basic math facts and memorization with Jennifer's book, Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8.

Two men, working separately but simultaneously, are each cited as the originator of the idea of the metric system depending on what source you read. But it took more than 100 years to implement the ideas they suggested. Research: Alder, Ken. “The Measure of All Things.” Simon & Schuster. 2003. Benham, Elizabeth. “Busting Myths About the Metric System.” National Institute of Standards and Technology. Oct. 6, 2020. https://www.nist.gov/blogs/taking-measure/busting-myths-about-metric-system “Brief History and Use of the English and Metric Systems of Measurement.” The Science Teacher, vol. 36, no. 5, 1969, pp. 39–40. JSTOR, http://www.jstor.org/stable/24151702 Evelyn, John. “The Diary of John Evelyn, Vol. 1.” M. Walter Dunne. 1901. Accessed online: https://www.gutenberg.org/files/41218/41218-h/41218-h.htm#Footnote_49_49 Gilbert, Burnet. “Lives, Characters, and An Address to Posterity.” London. J. Duncan. Accessed online: https://archive.org/details/livescharactersa00burnrich/page/n5/mode/2up JOHNSON, ART, et al. “MATH ROOTS: The Beginnings of the Metric System.” Mathematics Teaching in the Middle School, vol. 12, no. 5, 2006, pp. 228–31. JSTOR, http://www.jstor.org/stable/41182394 “Biographie Universelle Classique. Biographie Universelle, Ou Dictionnaire Historique, Etc.” Volume 4. 1833. Accessed online: https://www.google.com/books/edition/Biographie_Universelle_Classique_Biograp/lqqTLwFIyCsC?hl=en&gbpv=0 Maestro, Marcello. “Going Metric: How It All Started.” Journal of the History of Ideas, vol. 41, no. 3, 1980, pp. 479–86. JSTOR, https://doi.org/10.2307/2709407 “Origin of the Metric System.” U.S. Metric Association. https://usma.org/origin-of-the-metric-system Pepys, Samuel “Diary of Samuel Pepys, Complete.” George Bell and Sons. London. 1893. Accessed online: https://www.gutenberg.org/files/4200/4200-h/4200-h.htm Riebeek, Holli. “Planetary Motion: The History of an Idea That Launched the Scientific Revolution.” Earth Observatory NASA. July 7, 2009. https://earthobservatory.nasa.gov/features/OrbitsHistory Russell, Cristine. “Congress Inches Away from Metric Conversion.” BioScience, vol. 24, no. 8, 1974, pp. 441–43. JSTOR, http://www.jstor.org/stable/1296850 Speziali, Pierre. “Mouton, Gabriel.” Dictionary of Scientific Biography, edited by Charles Coulston Gillespie. Vol. 9, pp. 554–555. New York. 1974. Stephen, Leslie. “Dictionary of National ” MacMillan. New York. 1885-1900. Accessed online: https://archive.org/details/dictionaryofnati61stepuoft/page/n11/mode/2up Wallis, John, Dr. “The Origin of the Royal Society, 1645-1662.” Fordham University Modern History Sourcebook. https://sourcebooks.fordham.edu/mod/1662royalsociety.asp “Latitude Dependent Changes in Gravitational Acceleration.” UNLV Department of Geosicence. https://pburnley.faculty.unlv.edu/GEOL452_652/gravity/notes/GravityNotes18LatitudeVariations.htm Wetfall, Richard S. “Mouton, Gabriel.” The Galileo Project. Rice University. http://galileo.rice.edu/Catalog/NewFiles/mouton.html Britannica, The Editors of Encyclopaedia. "pendulum". Encyclopedia Britannica, 7 May. 2022, https://www.britannica.com/technology/pendulum Britannica, The Editors of Encyclopaedia. "Imperial units". Encyclopedia Britannica, 10 Nov. 2023, https://www.britannica.com/topic/Imperial-unit Britannica, The Editors of E "metric system". Encyclopedia Britannica, 17 Nov. 2023, https://www.britannica.com/science/metric-system-measurement “Metrication in other countries.” U.S. Metric Associatio https://usma.org/metrication-in-other-countries#chart Ramani, Madhvi. “How France created the metric system.” BBC. Feb. 24, 2022. https://www.bbc.com/travel/article/20180923-how-france-created-the-metric-system Zupko, Ronald and Chisholm, Lawrence James. "measurement system."Encyclopedia Britannica, 20 Oct. 2023, https://www.britannica.com/science/measurement-system See omnystudio.com/listener for privacy information.

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. 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 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.

Ambitious Teacher herself, Margaret "Peg" S. Smith, joins us today to reveal what ambitious teaching can look like in your classroom. Inside this conversation with Peg we're breaking down the elements of an equitable, inclusive, and ambitious mathematics class. It was a complete honor to have this conversation with Peg where I felt like I was not only talking to the math expert I've long admired, but also talking to a warm and welcoming coach. Don't miss this chat!  In this episode we'll chat about: ambitious teaching in mathematics classrooms establishing a learning goal equitable teaching practices in the math classroom what an ambitious teachers do and say in their math classroom! the value of anticipating for planning & facilitating mathMentioned in this episode:Principles to Actions: Ensuring Mathematical Success for All {Get your Copy Here}5 Practices to Orchestrating Productive Math Discussions {Get your copy here}  Taking Action Books {k-5 here} {6-8 here} Redefining Success in Mathematics Teaching and Learning {Find article here} More of Peg's Books: 5 Practices in Practice {Get your copy here}   Mona's Contact Info:

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.

In this episode of Room to Grow, Joanie and Curtis talk about teaching strategies for remembering in mathematics, such as mnemonic devices, tricks, and gimmicks. They challenge the notion that teaching with tricks is inherently bad, and discuss how to determine when a strategy intended to help students learn might actually work against their understanding of the underlying mathematics. For instance, “FOIL” and “SOH-CAH-TOA” are both frequently taught in high school math classes, yet one is a way to remember mathematical definitions (not a trick!) and the other is a random association for a limited procedure (a trick!). So what about if a student creates their own strategy or trick while learning math?  Join our hosts in trying to make sense of how and when remembering strategies are helpful and when they might be more harmful.We encourage you to explore the resources below, referenced in this episode:Nix the Tricks – available to download for freeThirteen Rules that Expire is an article from Teaching Children Mathematics (NCTM membership required) about commonly taught ideas in elementary school that don't support long-term learning. This blog about the article does not require NCTM membership.Twelve Math Rules that Expire in the Middle Grades is a similar publication from Mathematics Teaching in the Middle School (NCTM membership required) with middle school-specific ideas.This EdWeek article includes a commentary from Dr. Hilary Kreisberg about “nixing tricks.”Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy. 

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.

What's Math Got to Do with It?: How Teachers and Parents Can Transform Mathematics Learning and Inspire SuccessMath reform under attack w/ Jo BoalerMathematical Mindsets: Unleashing Students' Potential through Creative Mathematics, Inspiring Messages and Innovative TeachingLimitless Mind: Learn, Lead, and Live Without BarriersBuilding Thinking Classrooms Conference - Keep Indiana LearningFiguring Out Fluency in Mathematics Teaching and Learning, Grades K-8: Moving Beyond Basic Facts and MemorizationProblem StringsRedefining What It Means to Be Good at Math

In this episode of the Knowledge for Teachers Podcast, Brendan Lee speaks to Kieran Mackle. Kieran is a primary mathematics specialist teacher from the UK, an author and is currently working with Complete Maths. He is also the host of Thinking Deeply about Primary Education, a podcast that should be on your playlist, and this episode is actually the second part of our conversation. In the first part, Kieran quizzes me for his podcast. However, in this episode you will get an in-depth look at how deeply Kieran has thought about primary mathematics. We look at a number of topics including:  Concrete, context, pictorial, abstract, language Threshold concepts Depth and Challenge Storytelling Word problems  In this episode, Kieran also analyses the lesson structure that I recently proposed.  Resources mentioned: Christopher Such Neil Almond www.thinkingdeeply.info/threshold-concepts Jonathan Hall - mathsbot.com Gareth Metcalfe - https://garethmetcalfe.wordpress.com/ Dan Willingham Nick Hart   Part 1 of the conversation: Episode 120 Thinking Deeply about Primary Education - In search of the Science of Mathematics (Teaching) with Brendan Lee Apple: https://podcasts.apple.com/gb/podcast/thinking-deeply-about-primary-education/id1546748470?i=1000609050064 Spotify: https://open.spotify.com/episode/6De7GSKd2DlEoTxUFI4w0m?si=1RmPR-P3S6aYE54CsV1aDQ&fbclid=IwAR0yZzIAvzTgDrP3aN8_myL-3ZLBDi6KpAmJBYEfrGii2ObTkr1ABqplfhY&nd=1 My original blog post on A Systematic and Structured Approach to Teaching Primary Mathematics: https://www.learnwithlee.net/a-systematic-and-structured-approach-to-teaching-primary-mathematics-part-1/   You can connect with Kieran: Twitter: @Kieran_M_Ed Website: thinkingdeeply.info   You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net

Episode 120: This week on Thinking Deeply about Primary Education I'm joined by Brendan Lee for the first of two special episodes where Brendan and I quiz each other about the "Science of Mathematics (Teaching)" and, in particular, a model for teaching mathematics devised by Brendan off the back of his reading into education research. Across the two episodes we hope to provide an in-depth exploration of the mathematics teaching, what our best bets might be and how we can support teachers in improving their practice. In this episode I interview Brendan and as part of the chat we discuss... 1. What is Brendan's model for mathematics teaching? 2. How has it been informed by the science of learning? 3. How can we support teachers in developing their practice? ...plus much, much more. Whether you're new to the profession or an experienced senior leader, you won't want to miss this one! You can support the podcast via www.ko-fi.com/tdape or by subscribing to www.youtube.com/@TDaPE  If you would like to submit a question, email us at thinkingdeeplyinfo@gmail.com or join the TDaPE discord!

Building Thinking Classrooms in Mathematics, Grades K-12 | CorwinMini Math Balance with Weights - Web Exclusives | EAI EducationEquaBeam™ BalanceFiguring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinKentucky Center for MathematicsOpen MiddleMathigonWipebookCube Conversations - Steve Wyborney's Blog: I'm on a Learning Mission.Tang Math - GamesKenKen Puzzle Official SiteRough Draft Math – Stenhouse Publishers

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.

Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinMath is FigureOutAbleRough Draft Math – Stenhouse Publishers

Build Math MindsFree Resources | Ann Elise Record Consulting LLCMathigonSolveMe MobilesCommon Core State Standards for MathematicsFlorida K-12 Mathematical Thinking and Reasoning StandardsFiguring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinEverything You Need for Mathematics Coaching | CorwinRough Draft Math – Stenhouse Publishers

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.

Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinRough Draft Math – Stenhouse Publishers

Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinBuilding Thinking Classrooms in Mathematics, Grades K-12 | CorwinRough Draft Math – Stenhouse Publishers

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.

Rough Draft Math | Stenhouse PublishersBenefits of Membership - National Council of Teachers of MathematicsFiguring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | Corwin

In Part One of our conversation, Dr. Tim Kanold and I discuss the power of smart brevity, the concept that brevity in communication is confidence and that length communicates fear and avoidance. He discusses some of the essential elements for communicating effectively and efficiently using Smart Brevity—the concept borne by Jim Vandehei. Dr. Timothy D. Kanold is a mathematics educator and author of textbooks. He was the president of the National Council of Supervisors of Mathematics (NCSM) from 2008 to 2009.[1]Dr. Kanold holds a bachelor's degree in Education and a master's degree in Mathematics from the University of Illinois, and a doctorate in Educational Leadership and Counseling Psychology from Loyola University Chicago. In 2007, he retired from his position as Superintendent at Adlai E. Stevenson High School in Lincolnshire, Illinois,[2] where for 17 years, he served as Director of Mathematics and Science.With Ron Larson, Dr. Kanold is co-author of 27 mathematics textbooks grades 6-12, written for Houghton Mifflin/McDougal Littell Publishing Company from 1988 to the present. Additionally, since 2001 he has authored and co-authored 18 books on K-12 mathematics and school leadership, published with Solution Tree Press.[3] He continues to write and present for the National Council of Teachers of Mathematics on the Principles and Standards for School Mathematics, as well as for AASA and NASSP. He is the lead author for NCTM's update of the Teaching Performance Standards Document, and has presented more than 600 talks and seminars nationally and internationally over the past decade, with the primary focus on the creation of equitable learning experiences for all children in mathematics.Dr. Kanold is the 1986 recipient of the Presidential Award for Excellence in Mathematics Teaching,[4] the 1991 recipient of the Outstanding Young Alumni Award from Illinois State University, the 1994 recipient of the Outstanding School Administrator Award from the Illinois State Board of Education, and the 2001 recipient of the Outstanding Alumni Award from Addison Trail High School. He also is the developer and presenter for New Dimensions in Leadership: Leading in a Learning Organization, a training program for future school administrators. Considered to be a “Teacher of Leaders,” he currently provides training in mathematics program improvement, professional learning community development, and school leadership on behalf of Solution Tree.[5] He also presents mathematics curriculum, instruction, and assessment workshops for NCTM and NCSM.Dr. Kanold's daughter, Jessica McIntyre, taught mathematics at Aptakisic Junior High School, in Buffalo Grove, IL then served as the Principal from 2011–2016.

Making Math Moments Virtual Summit 2022Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinMath Fact Fluency: 60+ Games and Assessment Tools to Support Learning and Retention - National Council of Teachers of MathematicsMath Fact Fluency Companion WebsiteCount On It: Congruent Manipulative Displays inNational Council of Teachers of Mathematics

13 Rules That Expire - National Council of Teachers of MathematicsNever Say Anything a Kid Can SayAvoiding the Ineffective Keyword StrategyFiguring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinEpisode #46: How do I spark a love of learning in my fellow educators. A Math Mentoring MomentEpisode #93: How to Clear A Path For Growth: A Math Mentoring Where Are They Now MomentEpisode #195: How To Mentor Educators With New Math Standards - A Math Mentoring MomentKagan Catalog - Cooperative LearningMath is FigureOutAble

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.

WODBFiguring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinBuilding Fact Fluency | Stenhouse Publishers

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.

Mix and MathK-5 Math Teaching ResourcesFiguring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinEpisode #195: How To Mentor Educators With New Math Standards - A Math Mentoring Moment

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.

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.

Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinMake Math Moments That Matter Podcast Episode #195WODB100 Numbers to Get Students Talking - Sara VanDerWerfWeek 1 Day 1 - Name Tents with Feedback - Sara VanDerWerfNumber Sense RoutinesBuilding Thinking Classrooms in Mathematics, Grades K-12 | Corwin

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)

Jodie and Roberta are a mother/daughter duo both from Institute of Education at Massey University in New Zealand with Cook Island roots.Dr. Jodie Hunter is an Associate Professor and teaches papers in the area of Mathematics Education and Pasifika education. She has previously worked in the area of mathematics education at Plymouth University, UK in the Centre for Innovation in Mathematics Teaching and Learning. Her research interests include effective mathematics teaching and culturally responsive teaching for Pasifika learners.Dr. Roberta Hunter is a Professor of Pāsifika Education Studies. Her research explores ambitious teaching; mathematical practices; communication and participation; and strength based and culturally sustaining practices in mathematics classrooms. Her most recent research has examined the mathematical practices students use as they work on problems embedded in social justice contexts.

Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinSummer Book Club Google FormMath is Figureoutable PodcastDeveloping Mathematical ReasoningFormativeMaking Sense of Mathematics for Teaching seriesAssisting Students Struggling with Mathematics: Intervention in the Elementary Grades

Figuring Out Fluency in Mathematics Teaching and Learning, Grades K-8 | CorwinSummer Book Club Google FormMath is Figureoutable Podcast

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.

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.

Building Thinking Classrooms Executive SummaryMathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages, and Innovative TeachingSign up for the Book Club with this linkHands Down, Speak Out: Listening and Talking Across Literacy and MathThe Coaching Habit: Say Less, Ask More & Change the Way You Lead ForeverFiguring Out Fluency in Mathematics Teaching and Learning, Grades K-8: Moving Beyond Basic Facts and Memorization (Corwin Mathematics Series)Learning Without Tears: Handwriting, Keyboarding, Pre-KBuilding Fact Fluency | Stenhouse PublishersMultiplication by Heart – MathigonMultiplication by Heart (US SHIPPING ONLY) - GamesTang Math - Num TangaMath Flips – Berkeley EverettKenKen Puzzle Official Site - Free Math Puzzles That Make You Smarter!Open Middle - Challenging math problems worth solvingOnline Spinner

Cheng-Yao Lin from Southern Illinois University discusses the article, "Preservice teachers' understanding of decimals using standard algorithm and alternative strategies," published in the International Journal of Mathematics Teaching and Learning (Vol. 22). Co-authors: Joung & Kim. We also discuss his work on the Growing Problem Solvers department for Mathematics Teacher: Learning & Teaching PreK-12. Cheng-Yao's professional webpage https://ehs.siu.edu/ci/faculty-staff/faculty-all/lin.php  Article URL https://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/329  MTLT's journal website https://pubs.nctm.org/view/journals/mtlt/mtlt-overview.xml   Complete list of episodes

Meredith Stanley is K-8 math coach and specialist and founder of Meredith 4 Math LLC, a math education consulting business. A former elementary classroom teacher and instructional coach, she is a two-time finalist for the Presidential Award for Math and Science, a Buncombe County Teacher of the Year, a Buncombe County Math Teacher of the Year, and a National Board certified teacher. In addition to supporting schools and districts across the country through her consulting business, she is also a lecturer for the Mount Holyoke College Masters of Mathematics Teaching program and serves the teachers of North Carolina as the Elementary State VP for the North Carolina Council for Teaching Mathematics. Meredith's passion for providing quality mathematics instruction to marginalized students was the impetus for starting Meredith 4 Math in 2015. Now Meredith 4 Math provides interactive, classroom-based, professional learning and coaching experiences for schools and districts. These experiences engage educators in learning math instructional strategies that position students to develop positive math identities, to connect conceptual understanding to fluency, and to make sense of mathematics through representation and problem solving. You can find more information about Meredith, as well as a bank of instructional resources, at www.meredith4math.com and on Twitter and IG at @meredith4math.

achanda Garrison is a 2nd grade teacher leader at Bahrain Elementary School in Manama, Bahrain. Lachanda believes weaving her students' stories and identities into lessons is the best instructional tool, ensuring all students receive an equitable education. She meets students' needs by being trauma-informed, resilience-focused, and culturally responsive so students can learn and thrive both inside and outside of the classroom. Because of these beliefs, Lachanda's students advocate for their learning, celebrate one another's differences and cultures, and empathize for those around them. Lachanda has an Associate of Arts in Computer Studies and Bachelor of Science in Information Systems Management from the University of Maryland University College, Master of Education in Instructional Technology from Troy University, and a Master of Arts in Mathematics Teaching from Mount Holyoke College. She is also a Certified Trauma and Resilient Trainer from STARR Commonwealth.

One is the loneliest number that you can ever do, according to Harry Nilsson's song One. But two can be just as bad as one.The formula behind loneliness isn't based on numbers but on connections. In this episode, hear from:Suzza Silver, a writer who loves numbers behind Beauty of Mathematics. She failed grade four math but learned how to figure out numbers. She came up with her own solution to become a math muse by forming associations between letters and numbers. Cathery Yeh at Chapman University who has a doctorate in education with a focus on learning, cognition, and development and an emphasis in Chicano/Latino Studies whose research interests is in Mathematics Teaching and Learning, Equity and Social Justice Education and Teacher Education. Ben Orlin, a math teacher and author of the books Math with Bad Drawings (2018) and Change is the Only Constant (2019) who has taught every level of mathematics from ages 12 to 18.Useful links: Cathery Yeh https://www.chapman.edu/our-faculty/cathery-yehBeauty of Mathematics https://beautyofmathematics.com/Math with Bad Drawings https://mathwithbaddrawings.com/Connect with us: Alone Together https://apostrophepodcasts.caWe love hearing from you. Please subscribe to our channel wherever you get your pods and get caught up on previous episodes you may have missed. We're on social: @apostrophepod Hosted on Acast. See acast.com/privacy for more information.

I'm thankful to have had this round table discussion with my wonderful colleagues Laura Pendergast, Jessica Boland, and Carrie Mcewen about the role of the Pedagogical Coordinator and the work that we do at The KAUST School in Saudi Arabia. The role itself is a very unique one that not only involves being a coach, collaborator,  consultant, and curriculum coordinator but also to work side-by-side with the amazing teachers in our school helping to support them with their own professional growth journeys. Not a day goes by when I am not extremely appreciative and thankful to do the work that I do at the school and to be a part of such a great leadership team at Gardens Elementary School. A special thanks to Laura, Jessica, and Carrie for their willingness to share their insight and experiences. About LauraBorn and raised in small-town Ontario, Canada I always knew I wanted to be a teacher.I was very fortunate to attend local schools that were brimming with kind and passionate teachers who always went above and beyond to help me and my fellow students. I saw from an early age the power of teachers in my own life and the lives of my peers. While in university in Canada, and facing an unstable job market for newly qualified teachers, I decided to teach aboard. The plan was to spend two years teaching overseas in Kuwait and then move back home to Canada to continue my career. Well, nearly 15 years later I am still teaching overseas. Currently, I am a Pedagogical Coordinator at the KAUST School in Thuwal, Saudi Arabia.As a mother to three young boys I am furthering my own beliefs around learning and researching more about the power of play. I am finding ways to sneak vegetables into every meal I serve. Most importantly, I am eternally grateful for the opportunities to travel and connect with other people that life as an international Educator has brought me and my family.Twitter: https://twitter.com/penderlcAbout JessicaJessica Boland always knew that she would be a teacher.  As an educator for 20 years, in the states and internationally, she has held many roles, such as an elementary teacher, mathematics coach, Asst. Director of Math and Science and is currently working as a G1 Pedagogical Coordinator at KAUST. In addition to having two Masters in Curriculum and Instruction and Mathematics Education, she received the Presidential Award for Excellence in Mathematics Teaching for the state of Arizona in 2010 and received National Board Certification for Professional Teaching Standards as an Early Childhood Generalist in 2008 and received renewal in 2017. She contributed classroom vignettes and student work to the book, Beyond Answers: Exploring Mathematical Practices with Young Children. About CarrieI'm American, born in Iowa, grew up in Ohio and in 1998 started my teaching career in Texas.  I've been teaching internationally now for 17 years, in Syria, Bangladesh and now Saudi Arabia at the Kaust School.  My classroom experience is in the early years, teaching kindergarten, first and second grade.  My undergrad degree is in early childhood education and my masters is in International Education.  Four years ago, after a number of years in the classroom, I moved into the role of pedagogical coordinator.  I feel so fortunate to have opportunities to work alongside such highly professional teachers.  From our partnerships we work together to really have a lasting impact on student learning and growth. Twitter: https://twitter.com/clmcewenSpecial thanks to Bronx band Conversing with Oceans & Alex Bondarev for creating the podcast music.https://www.conversingwithoceans.com/

Six (Un)Productive Practices in Mathematics Teaching Presented by: Juli K. Dixon Presented on: April 7, 2020 Juli Dixon reveals six ways we undermine efforts to increase student achievement and then she goes on to share what to do about them. These teaching practices are commonplace and often required by administrators. Many of them may have […]

In this episode, we speak with Dr. Nathan Alexander, mathematics educator, researcher and James King, Jr. Visiting Professor of Mathematics Teaching at Morehouse College. Dr. Alexander's work aims to improve how we learn, our collective knowledge of justice and injustice, and our relationship with mathematics. Listen in as we talk with him about Afrofuturism and Black futurity and how he connects these concepts to mathematics education. 

In this episode, Mark talks with Ariel Serkin and Tanea Hibler, modelers who are passionate about building equity and dismantling racism in the classroom. They share reasons that they are passionate about the work and talk about big things and little things they do in their classrooms to increase representation for all of their students, create safe spaces, and open dialogue about race within the science classroom and in their school communities. Guest BiosTanea Hibler After having taught at international schools since 2009, Mrs. Hibler returned to teach in Phoenix in 2015. She previously taught in Bangkok, Thailand, and Shanghai, China. She earned a Bachelor of Science in biology from California State University – East Bay, a Master of Education from ASU, and a Master of Science in Teaching Earth Science from Wright State University. She advises the Brophy Culture Project, the Asian Culture Club, and the Zoology Club. Mrs. Hibler also serves as a member-at-large on the board of the American Modeling Teachers Association. Website: https://thibseducation.wordpress.com/ (https://thibseducation.wordpress.com/) Facebook: thibler (https://www.facebook.com/thibler) Twitter: @tanea_hibler (https://twitter.com/tanea_hibler) Instagram: @darlingtomasa (https://my.captivate.fm/instagram.com/darlingtomasa) Ariel Serkin Ariel Serkin has been a high school teacher since 2001 teaching history and then science in a variety of school settings. She attended her first modeling workshop in 2015 and has been a modeler ever since. You can find Ariel teaching distance learning and in-person workshops for AMTA, writing for ChemEdXChange, presenting at conferences, helping out as a regional representative for AACT, and an executive board member for NEACT (New England Association of Chemistry Teachers). She is a 2019 Massachusetts finalist for the Presidential Award on Excellence in Mathematics Teaching. Ariel has a slight obsession with chemistry t-shirts and other articles of clothing. Facebook: ariel.serkin (https://www.facebook.com/ariel.serkin) Twitter: @aserkin (https://my.captivate.fm/twitter.com/aserkin) Instagram: ariel.serkin (https://my.captivate.fm/instagram.com/ariel.serkin) Highlights[38:26] Ariel, talking about having a scientist of the week, "I would highlight people of color and women and people from other countries as well. So it's not just Europeans. You have people from all over and their accomplishments and their achievements need to be addressed. And so sometimes as simple as that because that representation in the classroom matters." [50:53] Tanea: "The kids ask me great questions and the best part is I tell them, I'm not telling you what to think. I'm asking you to think about why you think, what you think. And so they're forced to kind of wrestle with their thought process. And ultimately the goal is, that I'm not producing students that are going to hold on to racist ideas and concepts and then be a part of a racist system that is going to hold groups of people back. And so, I think if all teachers were working towards that end, we could push against racism a lot better than what we're doing now." [57:31] Ariel: "We have to be intentional about creating a safe, inclusive, and equitable place for all of our students and all of our learners and all of our teachers." [58:01] Tanea: "I would say you have to be willing to let go of the preconceived ideas that you have in your head about what it means to be a teacher and if you give yourself the freedom to let go and you're willing to try something new in your classroom, you probably are going to fall in love with modeling instruction and your students, if they haven't fallen in love with you already, they're probably gonna fall in love with you too." ResourcesTranscript Tanea and Ariel Transcription (/wp-content/uploads/2020/03/SMT-Ep7-Tanea-and-Ariel-transcript.pdf) Mentions

Richard Andrew, maths teacher and PD presenter, brings a refreshing view that all students can understand high school maths. It's based on his views about conceptual vs. procedural approaches to maths teaching. In his light hearted, but serious way, Richard helps us understand the benefits of conceptual approaches...with a few laughs along the way.To find out more about Richard's PD courses for maths teachers, visit the website.http://www.learnimplementshare.comor send him an emailrichard@learnimplementshare.comThis podcast is brought to you by Sentral. For information on a proven web-based school management platform, visit http://www.sentral.com.au

Dr Kevin Larkin is a Senior Lecturer (Mathematics Education) at Griffith University. He is a member of a number of research teams investigating: STEM education in early years education; mathematics education in primary and middle school contexts; and pre-service teacher mathematics education. He has published widely in national and international publications in the areas of mathematics education, digital technologies, early years STEM, higher education, and Activity Theory. He is an editor of the Mathematics Education Research Journal and Chief Editor of the International Journal for Mathematics Teaching and Learning. He is a Senior Fellow of the Higher Education Academy and Senior Fellow of the Griffith Learning and Teaching Academy. He is the inaugural Chapter Chair for the Arts Education and Law Group Learning and Teaching Academy. He has published widely in national and international publications in the areas of mathematics education, digital technologies, early years STEM, higher education, and Activity Theory. He is the current VP Communication for the Mathematics Education Research Group of Australasia (MERGA). He is a Senior Fellow of the Higher Education Academy and Senior Fellow of the Griffith Learning and Teaching Academy.

Welcome fellow Recovering Traditionalists to Episode 11. Today we are talking about why we should never say anything a kid can say. This week I’m talking about an article from Mathematics Teaching in the Middle School. It’s one of the journals you can choose to receive if you are a member of the National Council of Teachers of Mathematics. Which I highly recommend that you become a member if you aren’t already. Today I’d like to talk about one of my favorite articles. It’s "Never Say Anything A Kid Can Say" by Steven Reinhart. It was published back in April of 2000. That’s over 19 years ago!! But the information in this article is so powerful and still so relevant. Normally, you have to be a member to access the articles but this article is available as a free download on their site. I’ll link to it on the show notes page buildmathminds.com/11.

In our latest episode, Brian welcomes MIND’s Lead Mathematician Brandon Smith back to the podcast for a discussion on his approach to mathematizing anything. Brandon talks about how math is everywhere, but the lens society looks at math through is very limited. Through his “Three I’s to Mathematize” approach, Brandon explains how anything can become a math experience that enhances engagement and learning for all.Brandon is presenting on this topic and more at the Conference for the Advancement of Mathematics Teaching in Houston, TX on July 16th. The conference will be held July 16th through the 18th at the George R. Brown Convention Center, Houston. You can register to attend at camtonline.org.You can listen to the episode in the player below:Topics Covered in the Podcast:0:45 Intro 3:20 Making Math a Human Experience 6:45 What is Mathematizing? Music as a Metaphor 12:30 The Math Crisis and Math Anxiety 17:15 The Three I's 22:10 How Mathematizing Facilitates Academic Discourse 24:30 The Experience GapThanks for listening to the podcast! Please leave us a review on iTunes, Google Play, Spreaker or wherever you are listening to the show. Subscribe to get future episodes as soon as they are released!

In our latest episode, Brian welcomes MIND’s Lead Mathematician Brandon Smith back to the podcast for a discussion on his approach to mathematizing anything. Brandon talks about how math is everywhere, but the lens society looks at math through is very limited. Through his “Three I’s to Mathematize” approach, Brandon explains how anything can become a math experience that enhances engagement and learning for all.Brandon is presenting on this topic and more at the Conference for the Advancement of Mathematics Teaching in Houston, TX on July 16th. The conference will be held July 16th through the 18th at the George R. Brown Convention Center, Houston. You can register to attend at camtonline.org.You can listen to the episode in the player below:Topics Covered in the Podcast:0:45 Intro 3:20 Making Math a Human Experience 6:45 What is Mathematizing? Music as a Metaphor 12:30 The Math Crisis and Math Anxiety 17:15 The Three I's 22:10 How Mathematizing Facilitates Academic Discourse 24:30 The Experience GapThanks for listening to the podcast! Please leave us a review on iTunes, Google Play, Spreaker or wherever you are listening to the show. Subscribe to get future episodes as soon as they are released!

Ryota Matsuura from St. Olaf College discusses the article, "The search for hidden structure," published in Mathematics Teaching in the Middle School (Co-authors: Sword and Finkelstein). He also describes the Budapest Semester in Mathematics Education study-abroad program. Ryota's Professional Webpage BSME Website See comments for references from the episode Complete list of episodes

Sam Otten from the University of Missouri discusses the article, "Making the most of going over homework," published in Mathematics Teaching in the Middle School, Volume 21. (Co-authors: Michelle Cirillo, Beth Herbel-Eisenmann). Sam's Professional Website TCR article with analytic details Mizzou's online master's program in math ed See the comments for references mentioned during the interview. List of episodes

Prof. Kenneth Ruthven gives a talk for the Department of Education public seminar series The Effecting Principled Improvement in STEM Education (epiSTEMe) project designed and trialled a research-informed intervention which sought to incorporate a dialogic component within the teaching of early-secondary science and mathematics. This talk discusses the design and trialling of the intervention, particularly the crafting of a dialogic approach, and reports findings from a large-scale evaluation of the intervention.

BALTIMORE AND VEGAS ARE JUST TWO OF THE THREE AND REGIONAL CONFERENCE LEADERS BONNIE ENNIS AND DAVE BRANCAMP ARE OUR GUESTS

Presented and produced by Seán Delaney Research Centre report by Barry Hennessy On this programme Professor Ron Tzur from the University of Colorado Denver talks about teaching and learning maths, and discusses the importance and difficulty of counting on and multiplicative reasoning.