This new volume of the Association of Mathematics Teacher Educators (AMTE) Professional Book Series provides mathematics teacher educators practical ideas of how to build community to center conversations and action on equity and justice in mathematics teacher education. This 24-case collection of experiences from mathematics teacher educators (MTEs) expresses how they build community in the following kinds of settings in order to provide examples of how this work can be done in a variety of MTE contexts: Cases to Build Community with Prospective Teachers; Cases to Build Community in Professional Development with Practicing Teachers; and Cases to Build Community with Graduate Students and Fellow Mathematics (Teacher) Educators.
This book is written from and with a critical, practitioner stance and provides a variety of research-based cases (e.g., scenarios, tasks, modules, activities) to support MTEs to build community in mathematics teacher education courses and professional development collaborations. Creating learning communities that center on the joy, beauty, resiliency and variety of experiences and ways of knowing community members, particularly marginalized communities, is critical to promote agency and action that can support critical conversations that disrupt oppression in mathematics and mathematics teacher education.
This new volume of the Association of Mathematics Teacher Educators (AMTE) Professional Book Series provides mathematics teacher educators practical ideas of how to build community to center conversations and action on equity and justice in mathematics teacher education.
Foreword; Enrique Galindo and Farshid Saf
Chapter
1. Building Community to Center Equity and Justice in Mathematics
Teacher Education: An Introduction; Eva Thanheiser and Courtney Koestler
Section I: Cases To Build Community With Prospective Teachers
Chapter
2. Cases to Build Community With Prospective Teachers: An
Introduction; Crystal A. Kalinec-Craig
Chapter
3. Case 1Building a Community Through Equitable Noticing; Jonathan
Thomas, Cindy Jong, Molly H. Fisher, Edna O. Schack, and Walker Mask
Chapter
4. Case 2Revealing Community Connections Through Slow Reveal Graphs;
Amy Brass
Chapter
5. Case 3Embracing and Grappling With Dissent: Reflections on
Community Building in a Mathematics Methods Course; José Martķnez Hinestroza
Chapter
6. Case 4Designing for Dignity, Joy, and Solidarity Through
Collective Mathematical Activity; Sandra Zuniga Ruiz and Mallika Scott
Chapter
7. Case 5Reexamining Prospective Teachers Experiences to Build
Community for and Around Equity Work in P2 Mathematics Classrooms; Jennifer
Ward
Chapter
8. Case 6Community Journals in the Pre-Service Classroom: Creating
Space for Growth; Lisa Poling and Cacey Wells
Chapter
9. Case 7Designing Inviting Spaces for Teacher Candidate Learning
About Equitable Teaching Practices; Catherine Kaduk
Chapter
10. Case 8From Letters to Learning: Fostering Community Through
Labor-Based Grading; Joshua T. Hertel
Chapter
11. Case 9Establishing the We With Prospective Elementary
Teachers: Conversation Grids as Teaching Mathematics Methods as Agape; Joel
Amidon and Jennifer A. Wolfe
Chapter
12. Case 10Centering Community Care and Love in the Preparation of
Prospective Secondary Teachers: A Collective Responsibility Approach to
Mathematics Teaching and Learning; Jennifer A. Wolfe and Joel Amidon
Section II: Cases To Build Community In Professional Development With
Practicing Teachers
Chapter
13. Cases to Build Community in Professional Development With
Practicing Teachers: An Introduction; Naomi A. Jessup
Chapter
14. Case 11Broken Circles: Building Inclusive Mathematics
Communities; Joy A. Oslund, Lisa Jilk, Marcy B. Wood, and Sandra Crespo
Chapter
15. Case 12Creating an Inclusive Community: Professional
Collaborations Between General and Special Education Teachers; Stefanie D.
Livers and Kristin E. Harbour
Chapter
16. Case 13Developing Equitable Teaching Practices Through
Facilitated Teacher Learning Communities; Lindsay Goldsmith-Markey, and Joy
Anderson Davis
Chapter
17. Case 14Building Community Through Collaborative Observation:
Structures and Moves to Intervene on Biases and Support More Equitable
Instruction; Nicole Garcia, Meghan Shaughnessy, Deborah Loewenberg Ball,
Darrius Robinson, and Simona Goldin
Chapter
18. Case 15A Journey From Content and Pedagogy to Justice: The
Evolution of a Mathematics and Science Teacher Community of Practice; Michael
D. Steele and Jenny Sagrillo
Chapter
19. Case 16Developing Critical Praxis in a Learning Community: A
Case of Using the Acknowledgement, Action, and Accountability Framework to
Interrogate Issues of Justice; Candace Joswick, Robin Keturah Anderson, Lisa
Skultety, and Melissa Troudt
Chapter
20. Case 17(Re)Claiming Sacred Spaces: Male Educators of Color
Speaking Truth to Power in the Classroom; Rajeev Virmani, Damien Mason, and
Michael Suarez
Section III: Cases To Build Community With Graduate Students And Fellow
Mathematics (Teacher) Educators
Chapter
21. Cases to Build Community With Graduate Students and Fellow
Mathematics (Teacher) Educators: An Introduction; Anita A. Wager
Chapter
22. Case 18The Road to Find: Poetry as a Tool for Developing a
Productive Community; Kate R. Johnson
Chapter
23. Case 19The ICUCARE Equity Framework: A Tool for Building
Community to Center Equity and Justice With Doctoral Students; Pamela A. Seda
and Laura R. Van Zoest
Chapter
24. Case 20A Novice Mathematics Teacher Educator Reading Group
Devoted to Disrupting Systemic Racism in Teacher Education; Starlie Chinen,
Michael Jarry-Shore, Sara Dozier, Faith Kwon, Miriam S. Leshin, and Hannah
Nieman
Chapter
25. Case 21A Sense of Belonging: Building a Mathematics Teacher
Educator Learning Community to Support Ourselves and Our Students; Amy
Hillen, Darolyn A. Flaggs, Wendy B. Sanchez, Belinda P. Edwards, and Alison
Hedrick
Chapter
26. Case 22Building Solidarity in Academic Borderlands: Developing
Community and Political Conocimiento in a Mathematics Education Discussion
Group; Alexa W. C. Lee-Hassan, Catherine Kaduk, Anita Kursell, and Elizabeth
Rossiter
Chapter
27. Case 23Building Critical Community Through Identity Sharing;
Molly Robinson, Eva Thanheiser, Courtney Koestler, Amanda Sugimoto, Simon
Byeonguk Han, Matt Felton-Koestler, Jen Thompson, Laura Wolfe, and Howard
Bartels
Chapter
28. Case 24Building Community to Advocate for Equity in Connecticut;
Jillian M. Cavanna and Megan Staples
Courtney Koestler, PhD, is the director of the OHIO Center for Equity in Mathematics and Science and an associate professor of teacher education in the Patton College of Education at Ohio University, USA.
Eva Thanheiser, PhD, is a professor of mathematics education and the chair in the Fariborz Maseeh Department of Mathematics and Statistics at Portland State University, USA.
