Mentor Teachers

Mentor Teachers

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Tenille Cannon and Sharon Christensen were recently awarded a grant to work with mentor teachers. They have answered a few questions about this award below. What was the genesis of the ideas behind this project? There is a need for more math education mentor teachers who can provide the needed support for the math ed student teachers. We also wanted to build a collaborative group of mentor teachers. What is the timeline of the project associated with this grant? There was a 3-day summer workshop held June 14-16, 2022. There will also be four monthly follow-up meetings in September, October, November and December 2022. What would you say is the main goal to be accomplished with this funding? Improve the student teaching experience for both student teachers and mentor teachers.…
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Congratulations Malissia!

Congratulations Malissia!

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Malissia Perkins was awarded the outstanding student award from the Mathematics Education department for Fall Semester 2022. She will be doing her student teaching fall semester and graduating in December 2022.
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Teachers’ Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning

Teachers’ Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning

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Keith Leatham and Blake Peterson recently published an article titled “Teachers’ Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning” in the Mathematics Education Research Journal. Keith has answered a few questions about this article below:  Who were your co-authors on this article? Shari L. Stockero, Laura R. Van Zoest, Ben Freeburn, and Blake E. Peterson Who would you say is the target audience for this article? Mathematics teacher educators and researchers What is the big problem you hoped to address with this article? The big problem is that we don't know enough about teachers decisions with regards to using student contributions during instruction in order to sufficiently inform work preparing teacher to productively use student mathematical thinking. To contribute to solving this problem we…
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Area of a Changing Triangle: Piecing It Together

Area of a Changing Triangle: Piecing It Together

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Blake Peterson recently published an article titled “Area of a Changing Triangle: Piecing It Together” in the Mathematics Teacher: Teaching and Learning PK-12. Blake has answered a few questions about this article below:  Who would you say is the target audience for this article? High school teachers What is the big problem you hoped to address with this article? Piecewise functions are usually taught in a very abstract way and void of context. I saw this problem in Japan and was fascinated to see a context for piecewise functions and even more interesting was that some of the pieces were not linear. I think the context can make piecewise functions more accessible for students. What are some of the key ideas in the article? With some careful scaffolding and board…
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Theoretically Framing the Pedagogy of Learning to Teach Mathematics with Technology

Theoretically Framing the Pedagogy of Learning to Teach Mathematics with Technology

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Keith Leatham recently published an article titled “Theoretically Framing the Pedagogy of Learning to Teach Mathematics with Technology” in Contemporary Issues in Technology and Teacher Education. Keith has answered a few questions about this article below:  Who were your co-authors on this article? Allison McCulloch at the University of North Carolina at Charlotte, Nina Bailey at the University of North Carolina at Charlotte, Charity Cayton at East Carolina University, Kristen Fye at the University of North Carolina at Charlotte, and Jennifer Lovett at Middle Tennessee State University Who would you say is the target audience for this article? Mathematics teacher educators What is the big problem you hoped to address with this article? The big problem is that the work of teaching teachers about learning and teaching mathematics with technology…
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Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions

Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions

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Dawn Teuscher recently published an article titled “Conceptualizing Curricular Reasoning: A Framework for Examining Mathematics Teachers’ Curricular Decisions” in the Journal  Investigations in Mathematics Learning. Dawn has answered a few questions about this article below:  Who were your co-authors on this article? Shannon Dingman from the University of Arkansas, Travis Olson from University of Nevada Las Vegas, and Lisa Kasmer from Grand Valley State University. Who would you say is the target audience for this article? Teacher educators. What is the big problem you hoped to address with this article? Teachers' reason differently when making decisions as they plan and implement mathematics lessons in their classroom. We propose that teachers need to be thinking about the mathematics curriculum, the students, the mathematics and their own understanding of the concepts to…
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Kyouzaikenkyuu: An Exploration of Japanese Mathematics Teachers’ Daily Planning Practices

Kyouzaikenkyuu: An Exploration of Japanese Mathematics Teachers’ Daily Planning Practices

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Doug Corey and his former graduate student, Matt Mellville recently published an article titled “Kyouzaikenkyuu: An Exploration of Japanese Mathematics Teachers' Daily Planning Practices” in the Journal of Mathematics Teacher Education. Doug has answered a few questions about this article below:  Who would you say is the target audience for this article? Researchers that want insight into Japanese instruction/planning or that want insight into mathematics teacher planning in general. What is the big problem you hoped to address with this article? We know that the Japanese teach mathematics at a high level, but we don't understand all of the aspects that enables them to teach at such a high level. It takes considerable knowledge, skill, and planning to implement high-level lessons. We were trying to understand a planning practice that…
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Annie Kim

Annie Kim

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One of our current student teachers, Annie Kim, was highlighted by the Honors Program here at BYU.  She is currently finishing up her honors thesis – Solving for X When We Don’t Know Why: An In-Depth Analysis of Textbook Use of Variables.  Please click here for the article.
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Congratulations Erin Matthews

Congratulations Erin Matthews

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Congratulations to Erin Matthews. She is the recipient of the Outstanding Student Award for Fall Semester 2021 presented by the Mathematics Education department. Erin is doing her student teaching fall semester and will be graduating in December. Good luck with your student teaching!
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