16.039 - Supports, Challenges, and Practices of Early-Career K–8 Mathematics Teachers to Enact Equitable Mathematics Teaching

Session Type: Symposium

Abstract

This interactive symposium shares findings of a longitudinal research project following K-8 early career teachers (ECTs) in five sites across four states as they develop equitable mathematics teaching practices that connect children’s mathematical thinking and cultural/linguistic funds of knowledge, or what is called multiple mathematical knowledge bases (MMKB), in instruction. The project employs various data sources including teacher interviews, written reflections, classroom observations, lesson artifacts, and video-taped professional development sessions to document teacher learning and practice within three project contexts: student teaching, first and second years of full-time teaching, and professional development activities. Each paper examines how ECTs drew upon children’s MMKB in their practice and what supports and challenges teachers experienced. Implications for mathematics teacher education will be addressed.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 1: Teaching and Teacher Education in the Content Areas

Chair

• Julia Maria Aguirre, University of Washington - Tacoma

Papers

• Making Connections to Children's Multiple Mathematical Knowledge Bases in Student Teaching - Tonya Bartell, Michigan State University; Mary Q. Foote, Queens College - CUNY

• Leveraging Multiple Mathematical Knowledge Bases in the First and Second Years of Full-Time Teaching - Amy M. Roth McDuffie, Washington State University - Tri-Cities; Erin Turner, The University of Arizona

• Supporting Early-Career Teachers' Connections With Families and Communities in Mathematics Professional Development Activities - Corey Drake, Michigan State University; Julia Maria Aguirre, University of Washington - Tacoma

Discussant

• Jacqueline Leonard, University of Wyoming