Advertisement

Preparing Pre-Service Elementary Mathematics Teachers to Critically Engage in Elementary Mathematics Methods

  • Theodore ChaoEmail author
  • Luz A. Maldonado
  • Crystal Kalinec-Craig
  • Sylvia Celedón-Pattichis
Chapter

Abstract

The Teachers Empowered to Advance Change in Mathematics (TEACH Math) modules can be seen as transformative action, in which pre-service teachers (PSTs) connect issues of equity, agency, and power to student thinking, community knowledge, and classroom practice. Doing this work can be challenging, particularly for PSTs who have never thought about mathematics learning as connected to equity, agency, and power. This chapter offers insight from veteran mathematics teacher educators about activities they have augmented and designed specifically to engage PSTs in starting the critical reflection necessary for engagement in the TEACH Math modules. The activities shared here focus on issues of identity, status, equitable participation, and the rights of the learner using Photovoice interviews, Numbers about Me Posters, Instagram Math Trails, and Mathematics Autobiography Reflections. These individual activities set the stage for PSTs to connect their own experiences with equity, agency, and power to mathematics teaching and learning.

Keywords

Mathematics education Teacher education Autobiography Critical reflection Instagram Photovoice Rights of the Learner 

References

  1. Aguirre, J. M., Mayfield-Ingram, K., & Martin, D. B. (2013). The impact of identity in K-8 mathematics: Rethinking equity-based practices. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  2. Celedón-Pattichis, S., & Ramirez, N. G. (2012). Beyond good teaching: Advancing mathematics education for ELLs. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  3. Chao, T. (2014). Photo-Elicitation/Photovoice interviews to study mathematics teacher identity. In J. Cai, J. Middleton, & L. Van Zoest (Eds.), Current research in mathematics teacher education: Contributions by PME-NA researchers. New York: Springer.Google Scholar
  4. Chao, T. (2016). That’s my number. Teaching Children Mathematics, 22(9), 576–576.CrossRefGoogle Scholar
  5. Cohen, E. G., & Stanford University. (1994). Status treatments for the classrooms [CD-Rom]. New York: Teacher’s College Press.Google Scholar
  6. Cohen, E. G., Lotan, R. A., & Catanzarite, L. (1988). Can expectations for competence be altered in the classroom? In M. Webster & M. Foschi (Eds.), Status generalization: New theory and research (pp. 27–54). Stanford, CA: Stanford University Press.Google Scholar
  7. Cohen, E. G., Lotan, R. A., Scarloss, B. A., & Arellano, A. R. (1999). Complex Instruction: Equity in cooperative learning classrooms. Theory Into Practice, 38(2), 80–86.CrossRefGoogle Scholar
  8. D’Angelo, R. (2011). White fragility. International Journal of Critical Pedagogy, 3(3), 54–70.Google Scholar
  9. Drake, C. (2006). Turning points: Using teachers’ mathematics life stories to understand the implementation of mathematics education reform. Journal of Mathematics Teacher Education, 9(6), 579–608.CrossRefGoogle Scholar
  10. Drake, C., Spillane, J. P., & Hufferd-Ackles, K. (2001). Storied identities: Teacher learning and subject-matter context. Journal of Curriculum Studies, 33(1), 1–23.CrossRefGoogle Scholar
  11. Featherstone, H., Crespo, S., Jilk, L. M., Oslund, J. A., Parks, A. N., & Wood, M. (2011). Smarter together!: Collaboration and equity in elementary math classroom. Reston, VA: National Council of Teachers of Mathematics.Google Scholar
  12. Freire, P. (1970). Pedagogy of the Oppressed. 30th anniversary ed. New York: Continuum.Google Scholar
  13. Gutstein, R. (2006). Reading and writing the world with mathematics: Toward a pedagogy for social justice. New York: Routledge.Google Scholar
  14. Gutstein, R., & Peterson, B. (2013). Rethinking mathematics: Teaching social justice by the numbers (2nd ed.). Milwaukee, WI: Rethinking Schools.Google Scholar
  15. Hartlep, N. D. (2013). The model minority stereotype: Demystifying Asian American success. Charlotte, NC: Information Age Publishers.Google Scholar
  16. Holland, D., Lachicotte, J., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.Google Scholar
  17. Kalinec-Craig, C. (2017). Rights of the Learner Blog Posts. Retrieved January 12, 2018, from https://embracinglifewithmajorrevisions.wordpress.com/rights-of-the-learner-blogs/
  18. LoPresto, K. D., & Drake, C. (2004). What’s your (mathematics) story? Teaching Children Mathematics, 11(5), 266–271.Google Scholar
  19. Museus, S. D., & Iftikar, J. (2013). An Asian critical theory (AsianCrit) framework. In M. Y. Danico & J. G. Golson (Eds.), Asian American students in higher education (pp. 18–29). New York: Routledge.Google Scholar
  20. Peterson, B. (2013). Teaching math across the curriculum. In E. Gutstein & B. Peterson (Eds.), Rethinking mathematics: Teaching social justice by the numbers (pp. 9–12). Milwaukee, WI: Rethinking Schools.Google Scholar
  21. Rockquemore, K. A., & Laszloffy, T. (2008). The Black academic’s guide to winning tenure without losing your soul. Boulder, CO: Rienner Publishers.Google Scholar
  22. Spencer, J., Russell, N., & Johnson, K. (2016). Exploring racial consciousness and faculty behavior in STEM classrooms. Paper presented at the Annual Meeting of the Association of Mathematics Teacher Educators (AMTE). Irvine, CA.Google Scholar
  23. Tatum, B. D. (2003). Why are all the black kids sitting together in the cafeteria: And other con versations about race (5th ed.). New York: Basic Books.Google Scholar
  24. Toliver, K. (1993). The Kay Toliver mathematics program. The Journal of Negro Education, 62(1), 35–46.CrossRefGoogle Scholar
  25. Turner, E., Aguirre, J., Bartell, T., Drake, C., Foote, M., & Roth McDuffie, A. (2014). Making meaningful connections with mathematics and the community: Lessons from prospective teachers. TODOS research monograph, 3, 60–100.Google Scholar
  26. Wang, C., & Burris, M. A. (1997). Photovoice: Concepts, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Theodore Chao
    • 1
    Email author
  • Luz A. Maldonado
    • 2
  • Crystal Kalinec-Craig
    • 3
  • Sylvia Celedón-Pattichis
    • 4
  1. 1.The Ohio State UniversityColumbusUSA
  2. 2.Texas State UniversitySan MarcosUSA
  3. 3.University of Texas at San AntonioSan AntonioUSA
  4. 4.University of New MexicoAlbuquerqueUSA

Personalised recommendations