The Common Core State Standards for Mathematical Practice (SMPs) describe ways of thinking and doing mathematics that parallels how mathematicians engage with mathematics (National Governors Association for Best Practices, 2010). These standards reflect a broader goal in K-12 mathematics education focused on moving beyond K-12 learners acquiring knowledge of mathematical...
Issues of injustice in society (e.g. racism, classism, sexism, ableism) are perpetuated in and through educational opportunities, including mathematics learning (Freire, 1970/2000). Those that are committed to disrupting the interlocking systems that create disparities and oppression in mathematics education are considered to be “pursuing justice.” Pursuit of justice can involve...
Policy and research have increased attention in K12 mathematics education on core mathematical practices such as argumentation, justification, and proof, that are central to students learning and doing mathematics. One reason for this increased focus is the empirical evidence that engaging students in mathematical practices provide more equitable opportunities for...
Teacher noticing is a necessary skill in order for teachers to elicit and respond to their
students' mathematical ideas and support the ambitious learning goals of school mathematics. The purpose of this dissertation is to investigate what teacher candidates noticed about their teaching as they were provided supports and opportunities...
Design in secondary mathematics teacher education must prepare teacher candidates to do the work of ambitious and equitable mathematics teaching with skill by situating development in the work of teaching and incorporating opportunities to investigate and enact teaching. Teacher education designs must also be responsive to the work that mathematics...
In this paper, I used a linguistic lens of translanguaging and semiotics to examine how K-12 mathematics teacher candidates (TCs) create meaning around computer science (CS) and mathematics concepts in a computational thinking (CT) setting. I defined the term “disciplinary repertoire” as a mirror to the concept of a linguistic...
The purpose of this study was to detail mathematical knowledge that supports the work of teaching proof and to investigate how such knowledge is evidenced in professional development (PD). To advance the construct of mathematical knowledge for teaching (MKT) in the context of proof, I developed a framework of MKT...