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This book builds on the Teachers Empowered to Advance Change in Mathematics (TEACH Math) project, which was an initiative that sought to develop a new generation of preK-8 mathematics teachers to connect mathematics, children's mathematical thinking, and community and family knowledge in mathematics instruction - or what we have come to call children's multiple mathematical knowledge bases in mathematics instruction, with an explicit focus on equity. Much of the work involved in the TEACH Math project included the development of three instructional modules for preK-8 mathematics methods courses to support the project's goals. These activities were used and refined over eight semesters, and in Fall 2014 shared at a dissemination conference with other mathematics teacher educators from a variety of universities across the United States. Chapter contributions represent diverse program and geographical contexts and teach prospective and practicing teachers from a variety of socioeconomic and ethnic backgrounds, in particular providing accounts of supports, challenges, and tensions in implementing equity-based mathematics teacher education. The chapters supply rich evidence and illustrative examples of how other mathematics teacher educators and professional developers might make the modules work for their unique practices, courses, workshops, and prospective teachers/teachers. It promises to be an important resource for offering guidance and examples to those working with prospective teachers of mathematics who want to create positive, culturally responsive, and equity-based mathematics experiences for our nation's youth.

Transforming Mathematics Teacher Education: An Equity-Based Approach

Preface

        Theoretical Framing

                Corey Drake & Erin E. Turner

         TEACH Math Modules for preK-8 Mathematics Methods Courses

                Amy Roth McDuffie & Mary Q. Foote    

 

Section 1: Getting Ready to Engage with the Modules

               Considerations for Mathematics Teacher Educators in Preparing to Use the Modules

Tonya Gau Bartell & Julia M. Aguirre

 Reflecting Back to Move Forward: Using the Mathematics Autobiography to Position and Open Spaces While Learning to Teach Mathematics

Crystal Kalinec-Craig, Theodore Chao, Luz Maldonado, & Sylvia Celedón-Pattichis

 Preparing Prospective Elementary Mathematics Teachers to Enter the TEACH Math Modules

Theodore Chao, Luz Maldonado, Crystal Kalinec-Craig, and Sylvia Celedón-Pattichis

 Our Linguistic and Cultural Resources: The Experiences of Bilingual Prospective Teachers in Mathematics Autobiographies

Gladys H. Krause & Luz A. Maldonado

 

Section II: Community Mathematics Exploration

               Crafting Entry Points for Learning about Children's Funds of Knowledge: Scaffolding the Community Math Exploration Module for Prospective Teachers

Crystal Kalinec-Craig & Maria del Rosario Zavala

 Supporting Prospective Urban Teachers to Mine and Capitalize on Children's Multiple Mathematical Knowledge Bases: Community Mathematics Explorations

Craig Willey

 Prospective Teachers Reflections Across the Community Mathematics Exploration

Kathleen Jablon Stoehr

 From Community Exploration to Social Justice Mathematics: How Do Mathematics Educators Help Prospective Teachers Make the Move?

Maria del Rosario Zavala & Kathleen Jablon Stoehr

 

Section III: Classroom Practices

               Focusing the Analyzing Video Cases Tool to Build Deeper Understandings of Early Childhood Contexts

Amy Noelle Parks & Anita A. Wager

 Integrating Curriculum and Community Spaces

Julie M. Amador & Darrell Earnest

 

Closing Thoughts