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Mathematics teaching routinely traumatizes students. Why, and what changes can we make so this is not so? Lipari (2009) argues that the ethical call of conscience is not a speaking, but a listening. We draw on her conceptions of listening otherwise and listening being to see and intervene in dynamics of potential harm in mathematics teaching. We analyse six cases for three features: attention to difference, prioritizing of compassion, and openness to self-transcendence. Our analysis reveals that teaching in these short episodes is uniformly listening oriented or speaking oriented, with speaking- oriented teaching common even when teaching engages students actively in discussion. Further, our analysis suggests mechanisms for routinely disrupting patterns of harm in mathematics teaching.more » « less
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Teaching is everywhere, yet much of what is involved in teaching remains hidden, with comprehensive theories lacking. These challenges serve as the backdrop for research on mathematics teaching and the work of Thematic Working Group 19. To make progress, the group has used four domains to organize and consider research on teaching. This paper reviews the contributions and issues that arose in the group at CERME13. We elaborate on how the domains stimulated discussions of the meaning of teaching across papers, and we provide reflections and implications for future work.more » « less
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Recent scholarship has explored mathematical demands faced by mathematics teacher educators and ways to support their development, but little attention has been given to the basic question of how mathematics teacher educators think about content knowledge for teaching. Knowing what they think could inform efforts to support them. Our analysis reveals that some think about mathematical knowledge for teaching as an independent, abstracted resource to be taught and learned in relative isolation from teaching, while others think about it as dynamic, situated work. We argue that this key difference matters for how they work with teachers. Further, our analysis reveals that their thinking about both teaching and justice interacts with their thinking about mathematical knowledge for teaching and that their thinking in these other two domains can be a resource for supporting their mathematical development.more » « less
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True reimaging of education requires us to first look back to understand why schools are the way they are, says Deborah Ball. She focuses specifically on the teaching profession and how it has become grounded in whiteness, leaving out the wisdom available among people of color. From this, she draws three lessons to take into the future: (1) The teaching profession must become more diverse. (2) Teachers must lift up Black and Brown children’s humanity. (3) Society must embrace the complexity of teaching and reject simplistic understandings of what the work entails.more » « less
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Hodgen, J.; Geraniou, E.; Bolondi, G.; & Ferretti, F. (Ed.)Stakeholders agree that the mathematical education of teachers needs to focus on mathematical knowledge for teaching, but the practice-based nature of this knowledge poses challenges for mathematics teacher educators — for understanding it, developing tasks that maintain its integrity in practice, and teaching it to teachers in ways that meaningfully support their learning to teach. We know little, however, about how mathematics teacher educators conceptualize the teaching that knowledge is to support. Our analysis reveals that thinking develops from a view of teaching as straightforward, where aspects can be treated in isolation, to a view of it as requiring focused attention while maintaining mutual regard for the whole. This difference has implications for how mathematics teacher educators understand specialized mathematical knowledge and for how to support their understanding and teaching of it.more » « less
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Hodgen J.; Geraniou E.; Bolondi G.; & Ferretti, F. (Ed.)This introduction for TWG19 offers a brief history of the group and describes past challenges the group has experienced when discussing papers — seeing papers as related and as contributing to a common effort. These challenges led us as TWG19 team leaders to develop three initiatives to support communication among researchers who work in different contexts with different purposes. The initiatives are presented and used to discuss the papers. We conclude with implications for the future.more » « less
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Professional fields face persistent challenges in connecting practice and theory. In particular, tensions exist as to how theory and knowledge are developed, as well as what constitutes authority for practice. Together the articles in this issue explore three elements of the turn toward ”practice-based” research and professional education in mathematics education: designing teaching and learning in and for practice, learning mathematics teaching as a practice, and collaborating across professional roles and identities. In this commentary, we interrogate meanings of practice-based research on teaching and discuss themes across this collection of articles. We then argue for three imperatives for future efforts: (i) working on shared understandings of what the term ”practice-based” might mean; (ii) developing more nuanced conceptualizations of ”teaching”; and (iii) attending explicitly to justice in practice.more » « less
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Kingston, M.; Grimes, P. (Ed.)I argue that we are morally obliged to consider the significant privilege of our lives and the whiteness of mathematics education institutions. Further, to determine implications for our work will require: (i) questioning things we’ve long taken for granted; (ii) developing means for stepping outside our training and standards; and (iii) learning to work together and in communities of those who are not like us but with whom we find alignment. Failing to take up this imperative confirms that we are the problem and existing injustice is our choice, not a reality imposed on us. I mean to argue this with both fervour and humility, using my own personal and professional journey to raise possibilities for us to consider, as a community, in charting the future of mathematics education research.more » « less
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