imported>Raymond Johnson |
imported>Raymond Johnson |
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| * Editors: [[Signe Kastberg|Signe E. Kastberg]], [[Andrew Tyminski|Andrew M. Tyminski]], [[Alyson Lischka|Alyson E. Lischka]], and [[Wendy Sanchez|Wendy B. Sanchez]]
| | {{Title|Political Conocimiento for Teaching Mathematics: Why Teachers Need It and How to Develop It}} |
| * Year: 2018
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| * Publisher: Information Age Publishing
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| * Source: http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods
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| == Contents == | | == Outline of Headings == |
| [[Thomas (2018)|Foreword]] by [[Christine Thomas|Christine D. Thomas]]
| | * Politics of Teaching Mathematics |
| | ** All Teaching is Political |
| | ** All Mathematics Teaching is Political |
| | ** All Mathematics Teachers Need Political Knowledge to Be Successful |
| | * Political Conocimiento for Teaching |
| | ** Creative Insubordination |
| | ** Teacher Education Programs Can Develop Political Knowledge |
| | *** Conceptual Framework |
| | *** The Mirror Test |
| | *** In My Shoes |
| | ** Teachers Learning Political Conocimiento |
| | * Conclusion |
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| [[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]]
| | == Citation == |
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| Section I: Perspectives and Mathematics Methods Courses
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| <ol start="1">
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| <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>
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| <li>[[Gutiérrez (2018)|Political Conocimiento for Teaching Mathematics: Why Teachers Need It and How to Develop It]] by [[Rochelle Gutiérrez]]</li>
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| <li>[[Simon (2018)|Challenges in Mathematics Teacher Education from a (Mostly) Constructivist Perspective]] by [[Martin Simon|Martin A. Simon]]</li>
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| <li>[[Kazemi (2018)|Teaching a Mathematics Methods Course: Understanding Learning From a Situative Perspective]] by [[Elham Kazemi]]</li>
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| </ol>
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| Section II: Using Perspectives to Inform Scholarly Inquiry and Practice
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| <ol start="5">
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| <li>[[Weston (2018)|Using the Knowledge Quartet to Support Prospective Teacher Development During Methods Coursework]] by [[Tracy Weston|Tracy L. Weston]]</li>
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| <li>[[Earnest & Amador (2018)|Three Learning Perspectives for Translating Curriculum Into Instruction]] by [[Darrell Earnest|Darrell Earnest]] and [[Julie Amador|Julie M. Amador]]</li>
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| <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>
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| </ol>
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| Section III: Learning Goals and Activities in Mathematics Methods Courses
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| <ol start="8">
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| <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>
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| <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>
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| <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>
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| <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>
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| </ol>
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| Section IV: Activity Development
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| <ol start="12">
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| <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>
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| <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>
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| <li>[[Ward (2018)|Shifting Focus: Exploring the Evolution of the Learner Analysis]] by [[Jennifer Ward]]</li>
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| </ol>
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| Section V: Activities and Implementations
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| <ol start="15">
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| <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>
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| <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>
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| <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>
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| <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>
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| </ol>
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| Section VI: Looking Inward
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| <ol start="19">
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| <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>
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| <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>
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| <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>
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| </ol>
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| Section VII: Commentary
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| <ol start="22">
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| <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>
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| </ol>
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| About the Editors
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| == Citation ==
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| ;APA | | ;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 | | : Gutiérrez, R. (2018). Political conocimiento for teaching mathematics: Why teachers need it and how to develop it. In S. E. Kastberg, A. M. Tyminski, A. E. Lischka, & W. B. Sanchez (Eds.), ''Building support for scholarly practices in mathematics methods'' (pp. 11–37). Charlotte, NC: Information Age Publishing. Retrieved from http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods |
| ;BibTeX | | ;BibTeX |
| <pre> | | <pre> |
| @book{Kastberg2018, | | @incollection{Gutierrez2018, |
| address = {Charlotte, NC}, | | address = {Charlotte, NC}, |
| | author = {Guti{\'{e}}rrez, Rochelle}, |
| | booktitle = {Building support for scholarly practices in mathematics methods}, |
| | chapter = {2}, |
| editor = {Kastberg, Signe E. and Tyminski, Andrew M. and Lischka, Alyson E. and Sanchez, Wendy B.}, | | editor = {Kastberg, Signe E. and Tyminski, Andrew M. and Lischka, Alyson E. and Sanchez, Wendy B.}, |
| isbn = {978-1-64113-025-7}, | | isbn = {978-1-64113-025-7}, |
| pages = {360}, | | pages = {11--37}, |
| publisher = {Information Age Publishing}, | | publisher = {Information Age Publishing}, |
| title = {{Building support for scholarly practices in mathematics methods}}, | | title = {{Political conocimiento for teaching mathematics: Why teachers need it and how to develop it}}, |
| url = {http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods}, | | url = {http://www.infoagepub.com/products/Building-Support-for-Scholarly-Practices-in-Mathematics-Methods}, |
| year = {2018} | | year = {2018} |
| } | | } |
| </pre> | | </pre> |
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| [[Category:Edited Books]]
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| [[Category:2018]]
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