Mathematics teacher educators play a key role in supporting secondary mathematics teachers’ development of effective, research-based formative assessment (FA) practices. We used qualitative research synthesis as a tool to identify actionable recommendations for mathematics teacher educators as they work with teachers on FA practices in secondary classrooms. These recommendations can strengthen the research-based practices of mathematics teacher educators as they support teachers’ collections and uses of FA data to move student thinking forward in secondary mathematics. We share and discuss recommendations for mathematics teacher educators to connect pedagogical content knowledge of students, teaching, and curriculum to FA practices. We also highlight the usefulness of the qualitative synthesis method, meta-aggregation, for generating research-based connections between theory and practice in mathematics education.
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Rachael H. Kenney, Michael Lolkus, and Yukiko Maeda
Kym Fry and Lyn D. English
Grade 4 students engage in problem solving through inquiry in an agricultural science context.
Alessandra King
This department provides a space for current and past PK-12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Sam Rhodes, Alesia Mickle Moldavan, Montana Smithey, and Allison DePiro
Interrogate deficit-based thinking and suggest asset-based language to develop mathematical identities, understandings, and consciousness.
Roger Day
Ear to the Ground features voices from several corners of the mathematics education world.
Stephanie D. Sigmon, Kelly Q. Halpin, Damien J. Ettere, and Jennifer Suh
This article models how to plan and facilitate implementing the same task in two sixth-grade classrooms with two different learning goals using the Five Practices structure.
Jordan Benedict
This department provides a space for current and past PK–12 teachers of mathematics to connect with other teachers of mathematics through their stories that lend personal and professional support.
Michelle T. Chamberlin and Robert A. Powers
Growing Problem Solvers provides four original, related, classroom-ready mathematical tasks, one for each grade band. Together, these tasks illustrate the trajectory of learners’ growth as problem solvers across their years of school mathematics.
Travis Lemon
We can be catalysts for change in mathematics classrooms. One example shared, hopefully many more are inspired by these words.
Evthokia Stephanie Saclarides, Brette Garner, Gladys Krause, Claudia Bertolone-Smith, and Jen Munson
Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics methods courses: (a) teaching mathematics content and pedagogy; (b) connecting theory and practice; and (c) promoting social contexts in teaching mathematics. To address these tensions, we offer three design principles and illustrative examples: (a) addressing multiple goals for each course component; (b) developing PSTs’ dispositions over time; and (c) building on PSTs’ strengths to develop understanding of mathematics. We present a reflection tool to assist mathematics teacher educators in designing their courses to maximize their instructional time.
