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Naresh, Nirmala; Eddy, Colleen M.; Morton, Karisma – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
We are three mathematics teacher educators (MTEs) at a Hispanic serving institution that predominantly teach mathematics education courses for elementary and secondary teacher candidates (TCs). In this paper, we present findings from a collaborative self-study in which we used dimensions of the Rehumanizing Mathematics (RM) framework (Gutiérrez,…
Descriptors: Mathematics Teachers, Teacher Educators, Reflection, Equal Education
Kastberg, Signe E.; Lischka, Alyson E.; Hillman, Susan L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
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…
Descriptors: Discussion (Teaching Technique), Teacher Educators, Mathematics Instruction, Mathematics Education
Lischka, Alyson E., Ed.; Dyer, Elizabeth B., Ed.; Jones, Ryan Seth, Ed.; Lovett, Jennifer N., Ed.; Strayer, Jeremy, Ed.; Drown, Samantha, Ed. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2022
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…
Descriptors: Educational Psychology, Mathematics Education, Conferences (Gatherings), Conference Papers
Sapkota, Bima; Max, Brooke – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
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…
Descriptors: Preservice Teachers, Teacher Education Programs, Learning Processes, Research Reports
Herbst, Patricio; Milewski, Amanda M.; Ion, Michael; Bleecker, Heather – North American Chapter of the International Group for the Psychology of Mathematics Education, 2018
This paper reports on a project aimed at developing a system of professional support for the improvement of the Geometry for Teachers course that mathematics departments teach to preservice secondary teachers. We share data from interviews with 20 instructors to report on how they perceive their position of geometry instructors and the work they…
Descriptors: Teacher Educators, Geometry, Faculty Development, Preservice Teachers
Herbst, Patricio; Boileau, Nicolas; Clark, Lawrence; Milewski, Amanda; Chieu, Vu Minh; Gürsel, Umut; Chazan, Daniel – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
We discuss affordances and liabilities of using a storyboard to depict a written case of a teacher's dilemma that involves race, opportunity to learn, and student community. We rely on reflections by the teacher educator who authored the written case and later depicted it as a storyboard to use it with his preservice teachers (PSTs). The analysis…
Descriptors: Inquiry, Educational Practices, Race, Educational Opportunities
Bieda, Kristen N.; Dillman, Brittany; Gundlach, Michael; Voogt, Kevin – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
Most teacher preparation programs require prospective teachers (PTs) to engage in early field experiences (EFEs) prior to completing required coursework. These EFEs, however, may lack meaningful connections to course content and provide limited opportunities to experience the demands of classroom teaching. In this paper, we share evidence from the…
Descriptors: Preservice Teacher Education, Experiential Learning, Secondary School Teachers, Secondary School Mathematics
Kastberg, Signe E.; Lischka, Alyson E.; Hillman, Susan L. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2017
At the crossroads of our prior research on prospective teachers' feedback to mathematics-learners and our mathematics teacher educator feedback practices, we study written feedback as part of relational practice. Using self-study methodology and an analysis of our narratives and conversations about written feedback, we identified factors that…
Descriptors: Mathematics Instruction, Mathematics Teachers, Teacher Educators, Feedback (Response)
Zazkis, Rina; Mamolo, Ami – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
We present a story of a teacher educator's response to a 'disturbance' and describe how her experience enhanced her personal mathematical knowledge and influenced her teaching. In our analysis we attend to different levels of awareness that support a teacher educator's work and illuminate the qualities of a teacher educator's knowledge, in…
Descriptors: Teacher Educators, Teacher Attitudes, Knowledge Base for Teaching, Mathematics Instruction
Osana, Helena P.; Sierpinska, Anna – North American Chapter of the International Group for the Psychology of Mathematics Education, 2011
We present an analysis of the practices of one mathematics teacher educator in the context of an elementary methods course. Our analysis of the 51 tasks used in the course revealed a content structure characterized by four components: mathematical knowledge, psychology of mathematics learning, teachers' didactic actions, and reflection. The…
Descriptors: Mathematics Instruction, Methods Courses, Preservice Teacher Education, Mathematics Teachers