Advertisement

The Story of the Teachers Empowered to Advance Change in Mathematics Project: Theoretical and Conceptual Foundations

  • Corey DrakeEmail author
  • Erin E. Turner
Chapter

Abstract

The central aim of the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project is to transform preK-8 mathematics teacher preparation so that new generations of teachers will be equipped with powerful tools and strategies to increase student learning and advancement in mathematics in our nation’s increasingly diverse public schools. This chapter shares the theoretical and conceptual foundations that framed the TEACH Math project and how those ideas have both informed and been informed by our design and implementation of the modules as well as our research on prospective and novice teacher learning.

Keywords

Teacher education Mathematics education Children’s mathematical thinking Funds of knowledge 

References

  1. Aguirre, J. (2009). Privileging mathematics and equity in teacher education: Framework, counter-resistance strategies and reflection from a Latina mathematics educator. In B. Greer, S. Mukho-padhyay, S. Nelson-Barber, & A. Powell (Eds.), Culturally responsive mathematics education (pp. 295–319). New York, NY: Routledge.Google Scholar
  2. Aguirre, J., Turner, E., Bartell, T. G., Drake, C., Foote, M. Q., & Roth McDuffie, A. (2012). Analyzing effective mathematics lessons for English learners: A multiple mathematical lens approach. In S. Celedón-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 207–222). Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  3. Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., et al. (2013). Making connections in practice: Developing prospective teachers’ capacities to connect children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178–192.Google Scholar
  4. Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ beliefs about mathematics and mathematics learning. Journal of Mathematics Teacher Education, 7(2), 91–119.Google Scholar
  5. Bartell, T. G., Foote, M. Q., Drake, C., Roth McDuffie, A., Turner, E. E., & Aguirre, J. M. (2013). Developing teachers of Black children: (Re)orienting thinking in an elementary mathematics methods course. In J. Leonard & D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward new discourse (pp. 343–367). Charlotte, NC: Information Age Publishing.Google Scholar
  6. Brenner, M. E. (1998). Adding cognition to the formula for culturally relevant instruction in mathematics. Anthropology & Education Quarterly, 29(2), 214–244.Google Scholar
  7. Carpenter, T., Fennema, E., & Franke, M. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. Elementary School Journal, 97(1), 3–20.Google Scholar
  8. Carpenter, T., Fennema, E., Peterson, P., Chiang, C., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499–531.Google Scholar
  9. Carpenter, T. P., Franke, M. L., Jacobs, V. R., Fennema, E., & Empson, S. B. (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. Journal for Research in Mathematics Education, 29(1), 3–20.Google Scholar
  10. Civil, M. (2002). Everyday mathematics, mathematicians’ mathematics, and school mathematics: Can we bring them together? In M. Brenner & J. Moschkovich (Eds.), Everyday and academic mathematics in the classroom. Journal of Research in Mathematics Education Monograph #11 (pp. 40–62). Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  11. Civil, M. (2007). Building on community knowledge: An avenue to equity in mathematics education. In N. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 105–117). New York, NY: Teachers College Press.Google Scholar
  12. Cochran-Smith, M., & Lytle, S. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Educational Research, 24(1), 249–305.Google Scholar
  13. Drake, C., Turner, E. E., Aguirre, J., Bartell, T. G., Foote, M. Q., & Roth McDuffie, A. (2010). Teachers empowered to advance change in mathematics (TEACH Math): Preparing PreK-8 teachers to connect children’s mathematical thinking and community-based funds of knowledge. Proposal submitted to the National Science Foundation.Google Scholar
  14. Evans, M. P. (2013). Educating preservice teachers for family, school, and community engagement. Teaching Education, 24(2), 123–133.Google Scholar
  15. Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403–434.Google Scholar
  16. Garii, B., & Rule, A. C. (2007). Integrating social justice with mathematics and science: An analysis of student teacher lessons. Teaching and Teacher Education, 25(3), 490–499.Google Scholar
  17. González, N., Andrade, R., Civil, M., & Moll, L. C. (2001). Bridging funds of distributed knowledge: Creating zones of practices in mathematics. Journal of Education for Students Placed at Risk, 6(1–2), 115–132.Google Scholar
  18. González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households and classrooms. Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  19. Grossman, P., McDonald, M., Hammerness, K., & Ronfeldt, M. (2008). Dismantling dichotomies in teacher education. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Hand book of research on teacher education: Enduring questions in changing contexts (pp. 243–248). New York, NY: Routledge.Google Scholar
  20. Gutstein, E., Lipman, P., Hernández, P., & de los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28(6), 709–737.Google Scholar
  21. Hollins, E., & Guzman, M. (2005). Research on preparing teachers for diverse populations. In M. Cochran-Smith & K. Zeichner (Eds.), Studying teacher education (pp. 477–538). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  22. Howard, G. R. (1999). We can’t teach what we don’t know: White teachers, multiracial schools. New York, NY: Teachers College Press.Google Scholar
  23. Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.Google Scholar
  24. Jenkins, O. F. (2010). Developing teachers’ knowledge of students as learners of mathematics through structured interviews. Journal of Mathematics Teacher Education, 13(2), 141–154.Google Scholar
  25. Jurow, S., Tracy, R., Hotchkiss, J., & Kirshner, B. (2012). Designing for the future: How the learning sciences can inform the trajectories of preservice teachers. Journal of Teacher Education, 63(2), 147–160.Google Scholar
  26. Kinser-Traut, J., & Turner, E. (2018). Shared authority in the mathematics classroom: Successes and challenges throughout one teacher’s trajectory implementing ambitious practices. Journal of Mathematics Teacher Education.  https://doi.org/10.1007/s10857-018-9410-x
  27. Ladson-Billings, G. (1994). The Dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.Google Scholar
  28. Lee, C. D. (2007). Culture, literacy, & learning: Taking bloom in the midst of the whirlwind. New York, NY: Teachers College Press.Google Scholar
  29. Leonard, J., Brooks, W., Barnes-Johnson, J., & Berry III., R. Q. (2010). The nuances and complexities of teaching mathematics for cultural relevance and social justice. Journal of Teacher Education, 61(3), 261–270.Google Scholar
  30. Lerman, S. (2001). A review of research perspectives on mathematics teacher education. In F. L. Lin & T. J. Cooney (Eds.), Making sense of mathematics teacher education (pp. 33–52). Dordrecht, Netherlands: Kluwer.Google Scholar
  31. Lipka, J., Hogan, M., Webster, J. P., Yanez, E., Adams, B., Clark, S., et al. (2005). Math in a cultural context: Two case studies of a successful culturally based math project. Anthropology & Education Quarterly, 36(4), 367–385.Google Scholar
  32. Maher, C. A., Palius, M. F., Maher, J. A., Hmelo-Silver, C. E., & Sigley, R. (2014). Teachers can learn to attend to students’ reasoning: Using videos as a tool. Issues in Teacher Education, 23(1), 31–47.Google Scholar
  33. Mason, J. (2008). Being mathematical with and in front of learners: Attention, awareness, and attitude as sources of difference between teacher educators, teachers and learners. In B. Jaworski (Vol. Ed.) & T. Wood (Series Ed.), Handbook of mathematics teacher education (Vol. 4): The mathematics teacher educator as a developing professional (pp. 31–45). Rotterdam, Netherlands: Sense.Google Scholar
  34. McDonald, M., Bowman, M., & Brayko, K. (2013). Learning to see students: Opportunities to develop relational practices of teaching through community-based placements in teacher education. Teachers College Record, 115(4), 1–35.Google Scholar
  35. McDonough, A., Clarke, B. A., & Clarke, D. M. (2002). Understanding assessing and developing young children’s mathematical thinking: The power of the one-to-one interview for preservice teachers in providing insights into appropriate pedagogical practices. International Journal of Education Research, 37(2), 107–112.Google Scholar
  36. Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132–141.Google Scholar
  37. Nicol, C. C., & Crespo, S. M. (2006). Learning to teach with mathematics textbooks: How preservice teachers interpret and use curriculum materials. Educational Studies in Mathematics, 62(3), 331–355.Google Scholar
  38. Nieto, S. (2010). The light in their eyes: Creating multicultural learning communities. New York, NY: Teachers College Press.Google Scholar
  39. Parks, A. N. (2008). Messy learning: Preservice teachers’ lesson-study conversations about mathematics and students. Teaching and Teacher Education, 24(5), 1200–1216.Google Scholar
  40. Philipp, R. A., Ambrose, R., Lamb, L., Sowder, J., Schappelle, B., & Sowder, L. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38(5), 438–476.Google Scholar
  41. Putnam, R., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(4), 4–15.Google Scholar
  42. Roth McDuffie, A., Foote, M., Drake, C., Turner, E., Aguirre, J., Bartell, T. G., et al. (2014). Use of video analysis to support prospective K-8 teachers’ noticing of equitable practices. Mathematics Teacher Educator, 2(2), 108–140.Google Scholar
  43. Silver, E. A., & Stein, M. K. (1996). The QUASAR Project: The “revolution of the possible” in math ematics instructional reform in urban middle schools. Urban Education, 30(4), 476–521.Google Scholar
  44. Sleep, L., & Boerst, T. A. (2012). Preparing beginning teachers to elicit and interpret students’ mathematical thinking. Teaching and Teacher Education, 28(7), 1038–1048.Google Scholar
  45. Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: The overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106.Google Scholar
  46. Smith, M., & Stein, M. K. (2011). Five practices for orchestrating productive mathematics discussions. Thousand Oaks, CA: Corwin Press.Google Scholar
  47. Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  48. Sugimoto, A., Turner, E., & Stoehr, K. (2017). A case study of dilemmas when connecting middle school mathematics instruction to relevant real-world examples. Middle Grades Research Journal, 11(2), 61–82.Google Scholar
  49. Tate, W. F. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory Into Practice, 34(3), 166–173.Google Scholar
  50. Turner, E., & Celedon-Pattichis, S. (2011). Problem solving and mathematical discourse among Latino/a kindergarten Students: An analysis of opportunities to learn. Journal of Latinos in Education, 10(2), 146–168.Google Scholar
  51. Turner, E., Celedon-Pattichis, S., & Marshall, M. A. (2008). Cultural and linguistic resources to pro mote problem solving and mathematics discourse among Latino/a kindergarten Students. In R. Kitchen & E. Silver (Eds.), Promoting high participation and success in mathematics by Hispanic students: Examining opportunities and probing promising practices [Inaugural Research Monograph of TODOS: Mathematics for All] (Vol. 1, pp. 19–42). Washington, D. C.: National Education Association Press.Google Scholar
  52. Turner, E., Roth McDuffie, A., Sugimoto, A., Aguirre, J., Bartell, T., Drake, C., Foote, M., Stoehr, K., Witters, A. (in press, accepted in final form). Early career elementary mathematics teachers’ practices related to language and language learners. International Journal of Mathematical Thinking and Learning.Google Scholar
  53. Turner, E. E., Aguirre, J. M., Bartell, T. G., Drake, C., Foote, M. Q., & Roth McDuffie, A. (2014). Making meaningful connections with mathematics and the community: Lessons from pre-service teachers. In T. G. Bartell & A. Flores (Eds.), Embracing resources of children, families, communities, and cultures in mathematics learning [A Research Monograph of TODOS: Mathematics for ALL] (Vol. 3, pp. 30–49). San Bernardino, CA: TODOS.Google Scholar
  54. Turner, E. E., & Drake, C. (2016). A review of research on prospective teachers’ learning about children’s mathematical thinking and cultural funds of knowledge. Journal of Teacher Education, 67(1), 32–46.Google Scholar
  55. Turner, E. E., Drake, C., Roth McDuffie, A., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 15, 67–82.Google Scholar
  56. Turner, E. E., Foote, M. Q., Stoehr, K., Roth McDuffie, A., Aguirre, J., Bartell, T. G., et al. (2016). Learning to leverage children’s multiple mathematical knowledge bases in instruction. Journal of Urban Mathematics Education, 9(1), 48–78.Google Scholar
  57. Vacc, N. N., & Bright, G. W. (1999). Elementary preservice teachers’ changing beliefs and instructional use of children’s mathematical thinking. Journal for Research in Mathematics Education, 30(1), 89–110.Google Scholar
  58. Vomvoridi-Ivanović, E. (2012). Using culture as a resource in mathematics: The case of four Mexican-American prospective teachers in a bilingual after-school program. Journal of Mathematics Teacher Education, 15(1), 53–66.Google Scholar
  59. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Teacher EducationMichigan State UniversityEast LansingUSA
  2. 2.College of Education, University of ArizonaTucsonUSA

Personalised recommendations