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Lamberg, T. (Ed.)There is growing recognition that mathematical modeling can be a lever for equity in elementary mathematics classrooms. This study focuses on the impact of a professional development program focused on culturally responsive mathematical modeling on 8 kindergarten through 2nd grade teachers’ practices in modeling lessons. We use a project developed observation tool to evaluate two video recorded modeling lessons from each teacher (16 total). Findings focus on patterns in the strengths and challenges in primary grade teachers’ practices for teaching modeling, including how teachers’ practices align with culturally responsive teaching. We discuss implications of our findings for the design and refinement of professional development.more » « lessFree, publiclyaccessible full text available November 1, 2025

Lamberg, T. (Ed.)Our paper details the ways teachers understand and navigate equityoriented dilemmas (Berlak & Berlak, 1981) when teaching mathematical modeling and how mathematics teacher educators can support teachers’ learning of culturally responsive mathematics teaching. Using Zavala and Aguirre’s (in press) framework for culturally responsive mathematics teaching, we explored the ways teachers describe and frame their choices when faced with dilemmas. Findings revealed that teachers identified dilemmas with Rigor and Support most often, followed by Knowledges and Identities. Dilemmas related to Power and Participation occurred far less frequently. Implications for teacher professional development are discussed.more » « lessFree, publiclyaccessible full text available November 1, 2025

Lamberg, T. (Ed.)Free, publiclyaccessible full text available October 4, 2024

Lamberg, T. (Ed.)Free, publiclyaccessible full text available October 4, 2024

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.more » « lessFree, publiclyaccessible full text available October 2, 2024

Lamberg, T. (Ed.)This brief research report examines the discursive shifts of a secondary mathematics teacher participating in a collaborative learning community centered on culturally responsive mathematics teaching. We draw on two frameworks to analyze the teacher’s discursive moves. The first framework comes from Lefstein et al., (2020) on generative discourse practices in learning communities. The second framework — FAIR (Louie et al., 2021) — offers noticing practices for deficit versus antioppressive mathematics teaching. Through these lenses, we found that the teacher’s initial discourse practices were marked by deficit framing and noticing. The teacher’s discourse practices begin to shift towards a culturally responsive pedagogy in response to a particular artifact that captured student noticing and reframed the teacher’s problem of practice.more » « lessFree, publiclyaccessible full text available October 2, 2024

Lamberg, T ; Moss, D (Ed.)While proving, and more broadly conceived “reasoning and sensemaking,” have received a great deal of attention in mathematics education research over the past three decades, recently scholars have argued for the importance of justification as a learning and teaching practice. As teachers work toward realizing goals for more equitable classroom environments, little is known about whether teachers’ conceptions about mathematical practices, such as justification, reflect an understanding of how students’ engagement in those practices can support more than just mathematical achievement. In this paper, we present findings from our analysis of interviews with 10 secondary mathematics teachers engaged in participatory action research to explore connections, and potential disconnections, between teachers’ conceptions of justification and their visions for equitable instruction.more » « lessFree, publiclyaccessible full text available November 1, 2024

Lamberg, T ; Moss, D (Ed.)Math anxiety refers to feelings people get when facing computational challenges. The fear of failure often causes people to avoid activities, like taking challenging mathematics courses or choosing majors that require mathematics. Grit describes how people persist or persevere in the wake of failure. This article looks at factors that contribute to a person having grit and the interaction of grit and math anxiety. Students (N = 258) enrolled in college math classes at a large university completed a set of surveys that indicated their levels of selfcompassion, mindfulness, selfefficacy, math anxiety, and grit. The analyses of the data found that grit predicted math anxiety, and that selfcompassion, mindfulness, and selfefficacy predicted grit. The results of this study suggest that promoting factors that help students develop grit can in turn affect their math anxiety and thus their persistence in mathematics courses and STEM majors.more » « lessFree, publiclyaccessible full text available November 1, 2024

Lamberg, T ; Moss, D (Ed.)In this study, 82 middle and high school teachers engaged with the InSTEP online professional learning platform to develop their expertise in teaching data science and statistics. We investigated teachers’ engagement within the platform, aspects of the platform that were most and least effective in building teachers’ expertise, and the extent to which teachers’ selfefficacy changed. Using mixed methods, we collected, analyzed and integrated multiple data sources.more » « lessFree, publiclyaccessible full text available October 31, 2024

Lamberg, T ; Moss, Diana (Ed.)Free, publiclyaccessible full text available October 30, 2024