There is a clear need for an operational framework that captures the difficulty of implementing culturally relevant pedagogy (CRP) and supports teachers to imagine new forms of pedagogy. In this report, we present the Iceberg of Culturally Relevant Mathematics and Science Pedagogy (CRMSP), a tool, grounded in the tenets of CRP, that delineates…

Given the centrality of angle in mathematics curricula and scarcity of research in this area, we investigated 64 PTs' assimilatory domains of angularity by analyzing the angles they indicated when presented with four segments mutually sharing an endpoint. In both interview and written settings, we found PTs were more likely to recognize convex…

Discussion is a practice used in mathematics methods courses to support prospective teachers' pedagogical ideas. Underexamined but central to the development of instructional activities, including discussions of teaching, are mathematics teacher educators' (MTEs') tacit and explicit theories of learning and teaching. We report findings from a…

Research suggests that preservice teachers enter teacher education with predominantly negative dispositions towards mathematics. We present a case study of an approach to supporting the development of positive mathematics teaching identities among students in a middle-level math methods course. Our findings suggest that engaging in narrative…

This paper examines the possibilities of designing a formative assessment that gathers information about novice elementary teachers' skills with modeling content and makes sense of such information. A decomposition of the practice of modeling content was developed and used to design the assessment. Participants included ten first-year teachers who…

These proceedings are a written record of the research presented at the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Nashville, Tennessee, and virtually. This year's conference theme is "Critical Dissonance and Resonant Harmony." The aim of this…

One promising approach for connecting undergraduate content coursework to secondary teaching is using teacher-created representations of practice. Using these representations effectively requires seeing teachers' use of mathematical knowledge in and for teaching (MKT). We argue that Rowland's (2013) Knowledge Quartet for MKT, in particular, the…

Approximations of practice create valuable opportunities for preservice teachers (PSTs) by engaging them in components of teaching. By reviewing the literature, this study explored PSTs' learning through approximations and the extent approximated practices preserve the complexity -- or authenticity -- of teaching. A review of 25 empirical studies…

This paper reports on a study of learners' use of immersive spatial diagrams to make arguments about three-dimensional geometric figures. Immersive spatial diagrams allow learners to use the movement of their bodies to control their point of view, while immersed in three-dimensional digital renderings. We present analysis of two pairs of…

Mediated Field Experiences (MFEs) provide teacher candidates (TCs) structured opportunities to unpack and enact core teaching practices, gain mathematics content and pedagogical knowledge, and reflect critically on mathematics teaching and learning. In this paper we present findings from a multi-institutional descriptive pilot study that…

For years, teacher education programs have focused considerable effort on teacher knowledge and how to develop the types of knowledge that matter in teacher education candidates. Meanwhile, candidate dispositions for teaching have received little attention, particularly in mathematics courses for candidates. As developers and practitioners of a…

Multiplication and division are vital topics in upper level elementary school. A teacher's pedagogical content knowledge (PCK) influences both instruction and students' learning. However, there is currently little research examining teachers' PCK within this domain, particularly regarding professional education of future teachers. To help address…

This paper reports an ongoing effort to address the problem of instructional capacity for high school geometry from a systems improvement perspective. In an effort to understand the system that contains the high school geometry instructional capacity problem, we identified key stakeholders and conducted preliminary interviews to learn about the…

Increasingly, mathematics is being positioned as a tool to support students' understandings of social (in)justice and their own unique social positioning in the world. To this end, this study analyzes the impact of curricular reform efforts in an elementary mathematics content course. The course focused on fractions and statistics, and the course…

This paper reports on an ongoing project aimed at developing an inter-institutional system of professional support for the improvement of the Geometry for Teachers (GeT) courses that mathematics departments teach to preservice secondary teachers. In alignment with the literature on improvement science (see Bryk et al., 2015; Lewis, 2015), it is…