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1. DEVELOPING POLITICAL CONOCIMIENTO: TRAJECTORIES OF MATHEMATICS TEACHERS

   Aguirre, B. (October 2023, Psychology of Mathematics Education)

   Lamberg, T. (Ed.)

   This paper focuses on the trajectories of two mathematics teachers in developing Political Conocimiento through one year of Professional Development (PD) on culturally responsive mathematics teaching. The PD was organized around teacher and student noticing, positionality, community partnerships and action research. The study found that the teachers’ discourse practices shifted from whiteness pedagogies towards politicized notions of schooling, caring, and mathematics learning. The paper discusses the dominant ideologies that teachers reproduced in their discourses around mathematics education and interactions with students. It also illustrates the teachers’ trajectories of Political Conocimiento through the deconstruction of the role that race plays in their positionalities, their classrooms, and school. 

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2. The collective method: collaborative social science research and scholarly accountability

   https://doi.org/10.1177/1468794117743461  

   Pardee, Jessica W; Fothergill, Alice; Weber, Lynn; Peek, Lori (December 2018, Qualitative Research)

   null (Ed.)

   This article conceptualizes the collective method to describe how 12 scholars worked collaboratively to study the effects of displacement following Hurricane Katrina. The collective method is defined as an integrated, reflexive process of research design and implementation in which a diverse group of scholars studying a common phenomenon-yet working on independent projects-engage in repeated theoretical and methodological discussions to improve (1) research transparency and accountability and (2) the rigor and efficacy of each member’s unique project. This process generates critical discussions over researchers’ and respondents’ positionality, the framework of intersectionality, and applied ethics. Informed by feminist theoretical and methodological considerations of reflexivity, insider-outsider positionality, power relations, and social justice, the collective method can enhance scholars’ standpoints regarding philosophical, ethical, and strategic issues that emerge in the research process. 

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3. Designing for Justice: Preparing Culturally Competent Science and Mathematics Teacher Advocates for High-Need Schools

   Grillo, Monica; Kier, Meredith (April 2022, Innovations)

   In a time when the United States is faced with continued racism and social unrest, it is more important than ever to prepare teachers who can advocate for marginalized students and social justice. This article describes the evolution of a seminar course called Theory and Reality: Practicum in Math and Science Teaching in High-Need Schools within the context of a predominately White teacher-preparation program. Guided by scholars of culturally relevant education and our professional and personal journeys as equity-focused teacher educators, we sought to design experiences to prepare preservice science and mathematics teachers to teach in high-poverty or underfunded schools. Specifically, the course was intended to (1) develop an understanding of pedagogical practices and educational strategies for successful teaching in a high-need school setting, especially in mathematics and science classrooms, and (2) cultivate both cultural self-awareness and cross-cultural consciousness in one’s ability to adapt to the high-need environment in a culturally responsive way. We describe the evolutionary rationale for changes made to course assignments and readings to promote cultural competence and early advocacy skills for teacher candidates interested in teaching in schools facing poverty. We highlight preservice teachers’ reflections that evidence their early conceptualizations of teaching in a high-need school context and how assignments promoted their relationship-building and advocacy skills for marginalized students. 

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4. 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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5. Mapping Emotions

   Alexander, C; Weinburgh, M; Brown, K; Stroup, M (April 2023, Social education)

   The COVID-19 pandemic brought unexpected changes across the globe to nearly all aspects of life. Activities such as shopping, traveling, and school, all considered routine aspects of life, suddenly took on a new level of risk. Approximately 1.6 billion students across the world had their schooling experiences interrupted during this global event.1 Matthew Stroup, a high school AP Psychology teacher, was dealing with these unexpected changes, but he also decided to use this disruption as a teaching moment. Mr. Stoup understood that sheltering in place and the resulting social isolation increased stress and anxiety among many families.2 During the 2020-21 school year, approximately 71% of all students were receiving either all or some of their schooling virtually.3 Mr. Stroup observed the effect of this unpredictable learning environment on his students’ learning and the toll it was taking on their relationships with peers, teachers, and family. According to the American Psychological Association, 81% of teens experienced a degradation in their mental health between Spring of 2020 and into the end of the year.4 The idea for the activity described in this article sprang from a class discussion on the effect of social isolation and travel hesitancy on mental health. 

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