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1. Illustrating Mathematics

   https://doi.org/10.1080/10724117.2021.1940509  

   Eischen, Ellen (January 2022, Math Horizons)

   null (Ed.)
2. Mathematics Pre-Service Teachers’ Perceptions About Culturally Responsive Mathematics Teaching and Teaching Mathematics for Social Justice

   https://doi.org/10.1080/00131725.2024.2368890  

   Gul_Aga, Zareen (July 2024, The Educational Forum)
3. The Impact of an Undergraduate Led Mathematics Summer Camp on High School Students’ Interest in Mathematics and Mathematics Teaching

   https://doi.org/10.1080/19477503.2023.2291944  

   de la Cruz, Jessica; Goldman, Samantha (January 2024, Investigations in Mathematics Learning)

   Considering the prevalence of mathematics teacher shortages in the United States, together with declining enrollments in teacher preparation programs, it is crucial for districts and teacher preparation programs alike to investigate new recruitment initiatives. In this pilot study, a university aimed to increase high school students’ interest in mathematics and mathematics teaching through a 1-week summer mathematics camp led by university undergraduates who were participating in an experiential learning program in mathematics teaching. The undergraduates engaged the high school students in activities chosen to allow exploration and discovery related to advanced mathematics topics. High school students expressed highly positive perceptions of the mathematics camp outcomes. Furthermore, participants experienced increased interest in mathematics at the end of the week and approximately one-third of participants attributed the camp to improving their likelihood of entering a teacher preparation program. Participants highlighted the positive classroom environment and focus on social emotional learning as strong contributors to the success of the camp. Implications for future research and practice are discussed. 

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4. Factors that influence secondary mathematics teachers' integration of technology in mathematics lessons

   https://doi.org/10.1016/j.compedu.2018.04.008  

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5. Kindergarten students’ mathematics knowledge at work: the mathematics for programming robot toys.

   https://doi.org/10.1080/10986065.2021.1982666  

   Shumway, J. F.; Welch, L. E.; Kozlowski, J. S.; Clarke-Midura, J.; & Lee, V. R. (September 2021, Mathematical thinking learning)

   The purpose of this study was to explore how kindergarten students (aged 5–6 years) engaged with mathematics as they learned programming with robot coding toys. We video-recorded 16 teaching sessions of kindergarten students’ (N = 36) mathematical and programming activities. Students worked in small groups (4–5 students) with robot coding toys on the floor in their classrooms, solving tasks that involved programming these toys to move to various locations on a grid. Drawing on a semiotic mediation perspective, we analyzed video data to identify the mathematics concepts and skills students demonstrated and the overlapping mathematics-programming knowledge exhibited by the students during these programming tasks. We found that kindergarten children used spatial, measurement, and number knowledge, and the design of the tasks, affordances of the robots, and types of programming knowledge influenced how the students engaged with mathematics. The paper concludes with a discussion about the intersections of mathematics and programming knowledge in early childhood, and how programming robot toys elicited opportunities for students to engage with mathematics in dynamic and interconnected ways, thus creating an entry point to reassert mathematics beyond the traditional school content and curriculum. 

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