Difference between revisions of "Building Support for Scholarly Practices in Mathematics Methods"
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imported>Raymond Johnson (Create page with table of contents) |
imported>Raymond Johnson (Linked chapters and authors) |
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<li>[[Using the Knowledge Quartet to Support Prospective Teacher Development During Methods Coursework]] by Tracy L. Weston</li> | <li>[[Weston (2018)|Using the Knowledge Quartet to Support Prospective Teacher Development During Methods Coursework]] by [[Tracy Weston|Tracy L. Weston]]</li> | ||
<li>[[Three Learning Perspectives for Translating Curriculum Into Instruction]] by Darrell Earnest and Julie M. Amador</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>[[Diverse Perspectives on Sociopolitical Framings for Mathematics Methods]] by Frances K. Harper, Beth Herbel‐Eisenmann, and Andrea McCloskey</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> | </ol> | ||
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<li>[[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> | <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> | ||
<li>[[Situating Learning for Secondary Mathematics Prospective Teachers Within the Context of Rehearsals: Challenges and Resulting Adaptations]] by Fran Arbaugh, Robert Wieman, Anne E. Adams, Dawn Teuscher, and Laura R. Van Zoest</li> | <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>[[Rehearsing for the Politics of Teaching Mathematics]] by Rochelle Gutiérrez, Juan Manuel Gerardo, and Gabriela E. Vargas</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>[[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> | <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> | </ol> | ||
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<li>[[An Illustration of Scholarly Inquiry from the Cognitive Perspective: The Development of an Integer Activity for Prospective Elementary or Middle School Teachers]] by Nicole M. Wessman‐Enzinger and Wesam Salem</li> | <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>[[Enhancing Activities in Mathematics Methods Courses to Achieve Sociopolitical Goals]] by Brian R. Lawler, Raymond LaRochelle, and Angela Thompson</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>[[Shifting Focus: Exploring the Evolution of the Learner Analysis]] by Jennifer Ward</li> | <li>[[Ward (2018)|Shifting Focus: Exploring the Evolution of the Learner Analysis]] by [[Jennifer Ward]]</li> | ||
</ol> | </ol> | ||
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<li>[[Bringing Mathematics Methods Into Classrooms]] by Rajeev Virmani, 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>[[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>[[Prospective Teachers Analyzing Transcripts of Teaching]] by Laura M. Singletary, Zandra de Araujo, and AnnaMarie Conner</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>[[Doing Mathematics Across Languages: Exploring Possibilities for Supporting Emergent Bilinguals' Mathematical Communication and Engagement]] by Frances K. Harper, Wendy B. Sanchez, and Beth Herbel‐Eisenmann</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>[[Using Mathematics Autobiography Stories to Support Emerging Elementary Mathematics Teachers' Sociopolitical Consciousness and Identity]] by Anne Marie Marshall and Theodore Chao</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> | </ol> | ||
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<ol start="19"> | <ol start="19"> | ||
<li>[[Interpretations and Uses of Classroom Video in Teacher Education: Comparisons Across Three Perspectives]] by Stephanie Casey, Ryan Fox, and Alyson E. Lischka</li> | <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>[[Theoretical Perspectives, Goals, and Activities for Secondary Mathematics Education Methods Courses]] by Ryan C. Smith, Cynthia E. Taylor, and Dongjo Shin</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>[[The "Mirror Test": A Tool for Reflection on Our Sociopolitical Identities as Mathematics Teacher Educators]] by Andrea McCloskey, Brian R. Lawler, and Theodore Chao</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> | </ol> | ||
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<li>[[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> | <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> | </ol> | ||
About the Editors | About the Editors |
Revision as of 22:54, 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
Contents
Foreword by Christine D. Thomas
Preface by Signe E. Kastberg, Andrew M. Tyminski, Alyson E. Lischka, and Wendy B. Sanchez
Section I: Perspectives and Mathematics Methods Courses
- 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
- Using the Knowledge Quartet to Support Prospective Teacher Development During Methods Coursework by Tracy L. Weston
- Three Learning Perspectives for Translating Curriculum Into Instruction by Darrell Earnest and Julie M. Amador
- Diverse Perspectives on Sociopolitical Framings for Mathematics Methods by Frances K. Harper, Beth Herbel‐Eisenmann, and Andrea McCloskey
Section III: Learning Goals and Activities in Mathematics Methods Courses
- 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
- Situating Learning for Secondary Mathematics Prospective Teachers Within the Context of Rehearsals: Challenges and Resulting Adaptations by Fran Arbaugh, Robert Wieman, Anne E. Adams, Dawn Teuscher, and Laura R. Van Zoest
- Rehearsing for the Politics of Teaching Mathematics by Rochelle Gutiérrez, Juan Manuel Gerardo, and Gabriela E. Vargas
- Activities and a Cognitive Pedagogy for Fostering Prospective Teachers' Concept‐Development Practices in Mathematics Methods Courses by Barbara Kinach, Stephen Bismarck, and Wesam Salem
Section IV: Activity Development
- An Illustration of Scholarly Inquiry from the Cognitive Perspective: The Development of an Integer Activity for Prospective Elementary or Middle School Teachers by Nicole M. Wessman‐Enzinger and Wesam Salem
- Enhancing Activities in Mathematics Methods Courses to Achieve Sociopolitical Goals by Brian R. Lawler, Raymond LaRochelle, and Angela Thompson
- Shifting Focus: Exploring the Evolution of the Learner Analysis by Jennifer Ward
Section V: Activities and Implementations
- Bringing Mathematics Methods Into Classrooms by Rajeev Virmani, 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
- Prospective Teachers Analyzing Transcripts of Teaching by Laura M. Singletary, Zandra de Araujo, and AnnaMarie Conner
- Doing Mathematics Across Languages: Exploring Possibilities for Supporting Emergent Bilinguals' Mathematical Communication and Engagement by Frances K. Harper, Wendy B. Sanchez, and Beth Herbel‐Eisenmann
- Using Mathematics Autobiography Stories to Support Emerging Elementary Mathematics Teachers' Sociopolitical Consciousness and Identity by Anne Marie Marshall and Theodore Chao
Section VI: Looking Inward
- Interpretations and Uses of Classroom Video in Teacher Education: Comparisons Across Three Perspectives by Stephanie Casey, Ryan Fox, and Alyson E. Lischka
- Theoretical Perspectives, Goals, and Activities for Secondary Mathematics Education Methods Courses by Ryan C. Smith, Cynthia E. Taylor, and Dongjo Shin
- The "Mirror Test": A Tool for Reflection on Our Sociopolitical Identities as Mathematics Teacher Educators by Andrea McCloskey, Brian R. Lawler, and Theodore Chao
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