Difference between revisions of "Building Support for Scholarly Practices in Mathematics Methods"

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imported>Raymond Johnson
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<ol start="5">
<ol start="5">
<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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<ol start="8">
<ol start="8">
<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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<ol start="12">
<ol start="12">
<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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<ol start="15">
<ol start="15">
<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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<ol start="22">
<ol start="22">
<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
== 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]]

Latest revision as of 23:04, 28 October 2017

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

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

Section II: Using Perspectives to Inform Scholarly Inquiry and Practice

  1. Using the Knowledge Quartet to Support Prospective Teacher Development During Methods Coursework by Tracy L. Weston
  2. Three Learning Perspectives for Translating Curriculum Into Instruction by Darrell Earnest and Julie M. Amador
  3. 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

  1. 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
  2. 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
  3. Rehearsing for the Politics of Teaching Mathematics by Rochelle Gutiérrez, Juan Manuel Gerardo, and Gabriela E. Vargas
  4. 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

  1. 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
  2. Enhancing Activities in Mathematics Methods Courses to Achieve Sociopolitical Goals by Brian R. Lawler, Raymond LaRochelle, and Angela Thompson
  3. Shifting Focus: Exploring the Evolution of the Learner Analysis by Jennifer Ward

Section V: Activities and Implementations

  1. 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
  2. Prospective Teachers Analyzing Transcripts of Teaching by Laura M. Singletary, Zandra de Araujo, and AnnaMarie Conner
  3. 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
  4. 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

  1. Interpretations and Uses of Classroom Video in Teacher Education: Comparisons Across Three Perspectives by Stephanie Casey, Ryan Fox, and Alyson E. Lischka
  2. Theoretical Perspectives, Goals, and Activities for Secondary Mathematics Education Methods Courses by Ryan C. Smith, Cynthia E. Taylor, and Dongjo Shin
  3. 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

  1. 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}
}
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