Difference between pages "Fawn Nguyen" and "Building Support for Scholarly Practices in Mathematics Methods"

Latest revision as of 23:04, 28 October 2017

Editors: Signe E. Kastberg, Andrew M. Tyminski, Alyson E. Lischka, and Wendy B. Sanchez
Year: 2018
Publisher: Information Age Publishing
Source: http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods

Setting the Stage: Explorations of Mathematics Teacher Educator Practices by Signe E. Kastberg, Andrew M. Tyminski, Alyson E. Lischka, and Wendy B. Sanchez
Political Conocimiento for Teaching Mathematics: Why Teachers Need It and How to Develop It by Rochelle Gutiérrez
Challenges in Mathematics Teacher Education from a (Mostly) Constructivist Perspective by Martin A. Simon
Teaching a Mathematics Methods Course: Understanding Learning From a Situative Perspective by Elham Kazemi

Section II: Using Perspectives to Inform Scholarly Inquiry and Practice

Section III: Learning Goals and Activities in Mathematics Methods Courses

Section IV: Activity Development

Section V: Activities and Implementations

Section VI: Looking Inward

Section VII: Commentary

A Commentary With Urgency: Looking Across Theoretical Perspectives to Put Relationship Building with Underserved Students at the Forefront of Our Work by Richard Kitchen

About the Editors

Citation

APA: Kastberg, S. E., Tyminski, A. M., Lischka, A. E., & Sanchez, W. B. (Eds.). (2018). Building support for scholarly practices in mathematics methods. Charlotte, NC: Information Age Publishing. Retrieved from http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods
BibTeX

@book{Kastberg2018,
address = {Charlotte, NC},
editor = {Kastberg, Signe E. and Tyminski, Andrew M. and Lischka, Alyson E. and Sanchez, Wendy B.},
isbn = {978-1-64113-025-7},
pages = {360},
publisher = {Information Age Publishing},
title = {{Building support for scholarly practices in mathematics methods}},
url = {http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods},
year = {2018}
}

@@ Line 1: / Line 1: @@
-[[File: Fawn.jpg|300px|thumb|right|Fawn Nguyen]]
+* Editors: [[Signe Kastberg|Signe E. Kastberg]], [[Andrew Tyminski|Andrew M. Tyminski]], [[Alyson Lischka|Alyson E. Lischka]], and [[Wendy Sanchez|Wendy B. Sanchez]]
-Fawn Nguyen is a math teacher, presenter, and curriculum writer from California. She is the author of several online curricular resources, including visualpatterns.org and mathtalks.net.
+* Year: 2018
+* Publisher: Information Age Publishing
+* Source: http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods
-* Blog: http://fawnnguyen.com/
+== Contents ==
-* Twitter: https://twitter.com/fawnpnguyen
+[[Thomas (2018)|Foreword]] by [[Christine Thomas|Christine D. Thomas]]
-* Google+: https://plus.google.com/115754713978673265855/posts
-===Visual Patterns===
+[[Kastberg, Tyminski, Lischka, & Sanchez (2018) Preface|Preface]] by [[Signe Kastberg|Signe E. Kastberg]], [[Andrew Tyminski|Andrew M. Tyminski]], [[Alyson Lischka|Alyson E. Lischka]], and [[Wendy Sanchez|Wendy B. Sanchez]]
-Nguyen conceived of a site to house visual representations of patterns and created visualpatterns.org in December 2012. This work is one portion of her efforts to share resources  which help students to develop algebraic thinking through visual representations.  Nguyen credits a summer course she took with former NCTM president [[Michael Shaughnessy]] as part of her inspiration for this work.
-As of May 30, 2015, there are 162 images of patterns on the site, divided into sets of 20 that can be accessed through tabs at the top of the page.  Additional tabs link to teacher resources, to a gallery page, and to a contact page.  The “teachers” tab includes Nguyen's explanation of how she has assigned these patterns to students, and several versions of student handouts, including one filled out as an exemplar.  The “gallery” page includes student pattern pictures and links to reflections from teachers who have used visualpatterns.org in their classrooms.
+Section I: Perspectives and Mathematics Methods Courses
-The patterns include some of Fawn’s original work, as well as many submitted by other math educators and several student contributions.  Images include classic math patterns like toothpicks or cubes, but also some more novel patterns of penguins, snowflakes, coins or cups. Each image depicts the first few steps in a “growing” pattern, along with the predicted number of objects in “step 43.”  Students are asked to visualize what the next step might be, to predict what step 43 might look like, and to generalize the pattern by writing an  algebraic equation to match the pattern.
+<ol start="1">
+<li>[[Kastberg, Tyminski, Lischka, & Sanchez (2018)|Setting the Stage: Explorations of Mathematics Teacher Educator Practices]] by [[Signe Kastberg|Signe E. Kastberg]], [[Andrew Tyminski|Andrew M. Tyminski]], [[Alyson Lischka|Alyson E. Lischka]], and [[Wendy Sanchez|Wendy B. Sanchez]]</li>
+<li>[[Gutiérrez (2018)|Political Conocimiento for Teaching Mathematics: Why Teachers Need It and How to Develop It]] by [[Rochelle Gutiérrez]]</li>
+<li>[[Simon (2018)|Challenges in Mathematics Teacher Education from a (Mostly) Constructivist Perspective]] by [[Martin Simon|Martin A. Simon]]</li>
+<li>[[Kazemi (2018)|Teaching a Mathematics Methods Course: Understanding Learning From a Situative Perspective]] by [[Elham Kazemi]]</li>
+</ol>
-Part of the richness of the visual representations is that students can write many different equations, which all correctly match up with a pattern.  The way in which a student writes his or her equation can lend insight into how they are seeing or thinking about a pattern.  This can help other students to find alternative ways to approach equation writing and can help teachers to understand a student’s thinking.  The visual presentation of information is also a way to remove linguistic barriers to math problems and to give all students an access point to algebraic thinking.
+Section II: Using Perspectives to Inform Scholarly Inquiry and Practice
-===Problem Solving Tasks===
+<ol start="5">
+<li>[[Weston (2018)|Using the Knowledge Quartet to Support Prospective Teacher Development During Methods Coursework]] by [[Tracy Weston|Tracy L. Weston]]</li>
+<li>[[Earnest & Amador (2018)|Three Learning Perspectives for Translating Curriculum Into Instruction]] by [[Darrell Earnest|Darrell Earnest]] and [[Julie Amador|Julie M. Amador]]</li>
+<li>[[Harper, Herbel-Eisenmann, & McCloskey (2018)|Diverse Perspectives on Sociopolitical Framings for Mathematics Methods]] by [[Frances Harper|Frances K. Harper]], [[Beth Herbel‐Eisenmann]], and [[Andrea McCloskey]]</li>
+</ol>
-Through her blog, Nguyen has authored several widely-used problem solving tasks.
+Section III: Learning Goals and Activities in Mathematics Methods Courses
-* Picture Frame http://fawnnguyen.com/got-beg/
+<ol start="8">
-* Hotel Snap http://fawnnguyen.com/hotel-snap/
+<li>[[Chao, Hale, & Cross (2018)|Experiences Using Clinical Interviews in Mathematics Methods Courses to Empower Prospective Teachers: A Conversation Among Three Critical Mathematics Educators]] by [[Theodore Chao]], [[Jessica Hale]], and [[Stephanie Behm Cross]]</li>
-* Noah's Ark
+<li>[[Arbaugh, Wieman, Adams, Teuscher, & Van Zoest (2018)|Situating Learning for Secondary Mathematics Prospective Teachers Within the Context of Rehearsals: Challenges and Resulting Adaptations]] by [[Fran Arbaugh]], [[Robert Wieman]], [[Anne Adams|Anne E. Adams]], [[Dawn Teuscher]], and [[Laura Van Zoest|Laura R. Van Zoest]]</li>
+<li>[[Gutiérrez, Gerardo, & Vargas (2018)|Rehearsing for the Politics of Teaching Mathematics]] by [[Rochelle Gutiérrez]], [[Juan Manuel Gerardo]], and [[Gabriela Vargas|Gabriela E. Vargas]]</li>
+<li>[[Kinach, Bismarck, & Salem (2018)|Activities and a Cognitive Pedagogy for Fostering Prospective Teachers' Concept‐Development Practices in Mathematics Methods Courses]] by [[Barbara Kinach]], [[Stephen Bismarck]], and [[Wesam Salem]]</li>
+</ol>
-The [[Desmos]] activity Desman (https://teacher.desmos.com/desman) was "inspired by @fawnpnguyen."
+Section IV: Activity Development
-===Things Teacher School Never Warned Me About===
+<ol start="12">
+<li>[[Wessman‐Enzinger & Salem (2018)|An Illustration of Scholarly Inquiry from the Cognitive Perspective: The Development of an Integer Activity for Prospective Elementary or Middle School Teachers]] by [[Nicole Wessman-Enzinger|Nicole M. Wessman‐Enzinger]] and [[Wesam Salem]]</li>
+<li>[[Lawler, LaRochelle, & Thompson (2018)|Enhancing Activities in Mathematics Methods Courses to Achieve Sociopolitical Goals]] by [[Brian Lawler|Brian R. Lawler]], [[Raymond LaRochelle]], and [[Angela Thompson]]</li>
+<li>[[Ward (2018)|Shifting Focus: Exploring the Evolution of the Learner Analysis]] by [[Jennifer Ward]]</li>
+</ol>
-In 2013, Nguyen delivered an Ignite Talk at CMC-North titled "Things Teacher School Never Warned Me About" (https://www.youtube.com/watch?v=u1P6AA_IEd4). The talk that was praised for its humor and honesty. In the talk she describes her early schooling in Vietnam, which included memorization, corporal punishment and explicit ranking of students. Despite feeling that her teacher preparation program provided her with training in classroom management, she identifies elements of teaching that she was unprepared for, such as "crazy parents" or the strong feelings she developed for her students.
+Section V: Activities and Implementations
-More than any particular insights about teaching, the talk conveys a personality and narrative that is often not associated with teachers and teaching.
+<ol start="15">
+<li>[[Virmani, Taylor, & Rumsey (2018)|Bringing Mathematics Methods Into Classrooms]] by [[Rajeev Virmani]], [[Megan Taylor|Megan W. Taylor]], and [[Chepina Rumsey]]; Co‐authoring with: [[Tabatha Box]], [[Elham Kazemi]], [[Melinda Knapp]], [[Sararose Lynch]], [[Catherine Schwartz]], [[Barbara Swartz]], [[Tracy Weston]], [[Dawn Woods]]</li>
+<li>[[Singletary, de Araujo, & Conner (2018)|Prospective Teachers Analyzing Transcripts of Teaching]] by [[Laura Singletary|Laura M. Singletary]], [[Zandra de Araujo]], and [[AnnaMarie Conner]]</li>
+<li>[[Harper, Sanchez, & Herbel-Eisenmann (2018)|Doing Mathematics Across Languages: Exploring Possibilities for Supporting Emergent Bilinguals' Mathematical Communication and Engagement]] by [[Frances Harper|Frances K. Harper]], [[Wendy Sanchez|Wendy B. Sanchez]], and [[Beth Herbel‐Eisenmann]]</li>
+<li>[[Marschall & Chao (2018)|Using Mathematics Autobiography Stories to Support Emerging Elementary Mathematics Teachers' Sociopolitical Consciousness and Identity]] by [[Anne Marie Marshall]] and [[Theodore Chao]]</li>
+</ol>
+Section VI: Looking Inward
+<ol start="19">
+<li>[[Casey, Fox, & Lischka (2018)|Interpretations and Uses of Classroom Video in Teacher Education: Comparisons Across Three Perspectives]] by [[Stephanie Casey]], [[Ryan Fox]], and [[Alyson Lischka|Alyson E. Lischka]]</li>
+<li>[[Smith, Taylor, & Shin (2018)|Theoretical Perspectives, Goals, and Activities for Secondary Mathematics Education Methods Courses]] by [[Ryan Smith|Ryan C. Smith]], [[Cynthia Taylor|Cynthia E. Taylor]], and [[Dongjo Shin]]</li>
+<li>[[McCloskey, Lawler, & Chao (2018)|The "Mirror Test": A Tool for Reflection on Our Sociopolitical Identities as Mathematics Teacher Educators]] by [[Andrea McCloskey]], [[Brian Lawler|Brian R. Lawler]], and [[Theodore Chao]]</li>
+</ol>
+Section VII: Commentary
+<ol start="22">
+<li>[[Kitchen (2018)|A Commentary With Urgency: Looking Across Theoretical Perspectives to Put Relationship Building with Underserved Students at the Forefront of Our Work]] by [[Richard Kitchen]]</li>
+</ol>
+About the Editors
+== Citation ==
+;APA
+: Kastberg, S. E., Tyminski, A. M., Lischka, A. E., & Sanchez, W. B. (Eds.). (2018). ''Building support for scholarly practices in mathematics methods''. Charlotte, NC: Information Age Publishing. Retrieved from http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods
+;BibTeX
+<pre>
+@book{Kastberg2018,
+address = {Charlotte, NC},
+editor = {Kastberg, Signe E. and Tyminski, Andrew M. and Lischka, Alyson E. and Sanchez, Wendy B.},
+isbn = {978-1-64113-025-7},
+pages = {360},
+publisher = {Information Age Publishing},
+title = {{Building support for scholarly practices in mathematics methods}},
+url = {http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods},
+year = {2018}
+}
+</pre>
+[[Category:Edited Books]]
+[[Category:2018]]

Difference between pages "Fawn Nguyen" and "Building Support for Scholarly Practices in Mathematics Methods"

Latest revision as of 23:04, 28 October 2017

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