Transforming Mathematics Teacher Education: An Equity-Based Approach

Description

This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children’s mathematical thinking, and community and family knowledge in mathematics instruction – or what we have come to call children’s multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project’s goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation’s youth. Front Matter ....Pages i-xvii Front Matter ....Pages 1-1 The Story of the Teachers Empowered to Advance Change in Mathematics Project: Theoretical and Conceptual Foundations (Corey Drake, Erin E. Turner)....Pages 3-14 Teachers Empowered to Advance Change in Mathematics: Modules for preK-8 Mathematics Methods Courses (Amy Roth McDuffie, Mary Q. Foote)....Pages 15-21 Preparing to Use the Teachers Empowered to Advance Change in Mathematics Modules: Considerations for Mathematics Teacher Educators (Tonya Gau Bartell, Julia M. Aguirre)....Pages 23-40 Front Matter ....Pages 41-41 Crafting Entry Points for Learning about Children’s Funds of Knowledge: Scaffolding the Community Mathematics Exploration Module for Pre-Service Teachers (Crystal Kalinec-Craig, Maria del Rosario Zavala)....Pages 43-56 Supporting Prospective Urban Teachers to Access Children’s Multiple Mathematical Knowledge Bases: Community Mathematics Explorations (Craig Willey, Weverton Ataide Pinheiro)....Pages 57-76 Prospective Teachers’ Reflections Across the Community Mathematics Exploration Module (Kathleen Jablon Stoehr)....Pages 77-89 From Community Exploration to Social Justice Mathematics: How Do Mathematics Teacher Educators Guide Prospective Teachers to Make the Move? (María del Rosario Zavala, Kathleen Jablon Stoehr)....Pages 91-103 Front Matter ....Pages 105-105 Focusing the Video Lenses Tool to Build Deeper Understandings of Early Childhood Contexts (Amy Noelle Parks, Anita A. Wager)....Pages 107-118 Integrating Curriculum and Community Spaces (Julie M. Amador, Darrell Earnest)....Pages 119-131 Front Matter ....Pages 133-133 Reflecting Back to Move Forward: Using a Mathematics Autobiography to Open Humanizing Learning Spaces for Pre-Service Mathematics Teachers (Crystal Kalinec-Craig, Theodore Chao, Luz A. Maldonado, Sylvia Celedón-Pattichis)....Pages 135-146 Preparing Pre-Service Elementary Mathematics Teachers to Critically Engage in Elementary Mathematics Methods (Theodore Chao, Luz A. Maldonado, Crystal Kalinec-Craig, Sylvia Celedón-Pattichis)....Pages 147-160 Our Linguistic and Cultural Resources: The Experiences of Bilingual Prospective Teachers with Mathematics Autobiographies (Gladys H. Krause, Luz A. Maldonado)....Pages 161-176 Back Matter ....Pages 177-181