Eva Thanheiser
Mathematics Teacher Educator PodcastEpisodes
Episodes of Mathematics Teacher Educator Podcast
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This article details the development of design principles to support teachers in planning for a Community-Based Mathematical Modeling task with a focus on social justice in the elementary grades. By reflecting on the dilemmas we encountered in
The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop stu
This article focuses on using simulations of practice in teacher education. We studied preservice teachers’ engagement with a popular simulations platform, which creates mixed-reality simulations of five digital avatars controlled by a single l
We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk exper
Two broad categories of instructional practices, (a) explicitly attending to concepts and (b) fostering students’ opportunities to struggle, have been consistently linked to improving students’ mathematical learning and achievement. In this art
Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative s
Issues of equity in mathematics classrooms existed prior to COVID-19. For many students, however, meaningful participation in mathematical discussions became nearly impossible in online settings during the pandemic. In this study, we note the d
This article explores one novice mathematics teacher educator’s initial use of the Mathematical Quality in Planning Protocol, an innovative tool that was developed to assist in providing feedback on the mathematical quality of novice mathematic
This Perspectives on Practice manuscript focuses on an innovation associated with “Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task” from Volume 7, Issue 2 of MTE. The Flint Water T
The spaces we inhabit and the physical communities in which we learn all affect how we come to experience the world, construct what mathematics is to us, and develop how we teach mathematics. In this theory-to-practice article, we discuss why e
There is a lack of teacher education materials that develop equity literacy in content courses for preservice secondary mathematics teachers. In response, we created teacher education curriculum materials for introductory statistics that includ
This Perspectives on Practice manuscript focuses on an innovation associated with “Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task” from Volume 7, Issue 2 of MTE. We built on Aguir
A group of mathematics teacher educators (MTEs) began a lesson study to develop a research-based lesson to engage elementary preservice teachers with professional teacher noticing within the context of multidigit multiplication. Afterward, MTEs
Critical Race Theory (CRT) has entered into public discourse at an accelerated rate. Instead of using CRT as a basis to produce a more racially conscious populace, the latest hysteria, unfortunately, has centered on ban- ning CRT. Governmental
Preservice elementary teachers (PSTs) often enter their teacher preparation programs with procedural and underdeveloped understandings of area measurement and its applications. This is problematic given that area and the area model are used thr
In this article we detail a research study using the Instructional Quality Assessment (IQA) Rubrics (Boston, 2012) as the frame for a professional development with mathematics teachers in grades 3-8. We wanted to create a professional developme
Mathematics standards and practices highlight the vital role that language plays in mathematics education. However, there remains a common misconceptionthat mathematics is somehow language- free or less linguistically demanding than other cont
Special Guests: Kate Johnson and Michael Steele .
In this article, we share results from a field experience model in which junior-year methods classes were held in an elementary school and preservice teachers (PSTs) worked with a single student (a “Math Buddy”) on mathematics for 30 minutes pe
Special Guests: Esther M. H. Billings and Swartz, Barbara.
Prospective and practicing elementary teachers have historically demonstrated anxiety about mathematics, which can affect their mathematics teaching and their students’ math anxiety. Yet, developing productive dispositions prior to teacher prep
This article describes an innovation in an elementary mathematics education course called SEE Math (Support and Enrichment Experiences in Mathematics), which aims to support teacher candidates (TCs) as they learn to teach mathematics through pr
The Access, Allies, and Agency in Mathematical Systems project team designeda professional development for mathematics teachers positioning equity at the systemic level and activities aimed at supporting mathematics teachers in considering the
Long-standing and ongoing calls exist for making mathematics meaningful, relevant,and applicable outside the classroom. Major mathematics education organizations (National Council of Teachers of Mathematics [NCTM], National Council of Supervis
The preparation of mathematics teacher educators (MTEs) varies widely, with littleguidance regarding the essential skills and knowledge necessary to tackle the field’slooming challenges. Equitable access to, and engagement with, mathematics h
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