TEACHERS EMPOWERED TO ADVANCE CHANGE IN MATHEMATICS

To cite these modules:

Drake, C., Aguirre, J. M., Bartell, T. G., Foote, M. Q., Roth McDuffie, A., & Turner, E. E. (2015) TeachMath Learning Modules for K-8 Mathematics Methods Courses. Teachers Empowered to Advance Change in Mathematics Project. Retrieved from www.teachmath.info

Bartell, T. G., Drake, C., Roth McDuffie, A., Foote, M. Q., Aguirre, J., & Turner, E. E. (2015). Mathematics Classroom Practice Module. In C. Drake et al. (Eds.), TeachMath Learning Modules for K-8 Mathematics Methods Courses. Teachers Empowered to Advance Change in Mathematics Project.  Retrieved from: www.teachmath.info

 Foote, M. Q., Roth McDuffie, A., Aguirre, J., Turner, E. E., Drake, C. & Bartell, T. G.. (2015). Mathematics Learning Case Study Module. In C. Drake et al.  (Eds.), TeachMath Learning Modules for K-8 Mathematics Methods Courses. Teachers Empowered to Advance Change in Mathematics Project. Retrieved from: www.teachmath.info

Turner, E., Aguirre, J., Drake, C., Bartell, T. G., Roth McDuffie, A., & Foote, M. Q. (2015). Community Mathematics Exploration Module. In C. Drake et al. (Eds.), TeachMath Learning Modules for K-8 Mathematics Methods Courses. Teachers Empowered to Advance Change in Mathematics Project.  Retrieved from: www.teachmath.info

Other TEACH Math Publications (recent first):

Drake, C., Land, T., Bartell, T. G., Aguirre, J. M., Foote, M. Q., Roth McDuffie, A., & Turner, E. E. (2015). Three strategies for opening curriculum spaces. Teaching Children Mathematics, 21(6), 346-353.

Turner, E. E., Aguirre, J. M., Bartell, T. G., Drake, C., Foote, M. Q., Roth McDuffie, A. (2014). Making meaningful connections with mathematics and the community: Lessons from pre-service teachers. In T. G. Bartell & A. Flores (Eds.), Embracing resources of children, families, communities, and cultures in mathematics learning [A Research Monograph of TODOS: Mathematics for ALL], 3, 30-49. San Bernardino, CA: TODOS.

Roth McDuffie, A., Foote, M. Q., Drake, C., Turner, E. E., Aguirre, J. M., Bartell, T. G. (2014). Mathematics teacher educators’ use of video analysis to support prospective K-8 teachers’ noticing. Mathematics Teacher Educator, 2(2), 108-140.

Roth McDuffie, A., Foote, M. Q., Bolson, C., Turner, E. E.. Aguirre, J. M., Bartell, T. G., Drake, C., & Land, T. (2014). Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases. Journal of Mathematics Teacher Education 17(3) 245-258.

Foote, M. Q., Roth McDuffie, A., Turner, E. E., Aguirre, J. M., Bartell, T. G., & Drake, C. (2013). Orientations of prospective teachers towards students’ families and communities. Teaching and Teacher Education, 35, 126-136.

Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., Roth McDuffie, A., & Drake, C. (2013). Making connections in practice: Developing prospective teachers’ capacities to connect children’s mathematical thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178-192. doi: 10.1177/0022487112466900

Bartell, T. G., Foote, M. Q., Drake, C., Roth McDuffie, A., Turner, E. E., & Aguirre, J. M. (2013). Developing teachers of Black children: (Re)orienting thinking in an elementary mathematics methods course. In J. Leonard & D. B. Martin (Eds.), The brilliance of Black children in mathematics: Beyond the numbers and toward a new discourse (pp. 343-367). Charlotte, NC: Information Age.

Drake, C., Land, T., Bartell, T. G., Roth McDuffie, A., Turner, E., Aguirre, J., & Foote, M. Q. (2013, November). Identifying curriculum spaces for connecting to children’s multiple mathematical knowledge bases in elementary mathematics. In M. Martinez & A. Castro Superfine (Eds.) Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 761-764), Chicago, IL: University of Illinois at Chicago.

Aguirre, J., Turner, E., Bartell, T. G., Drake, C., Foote, M. Q., & Roth McDuffie, A. (2012). Analyzing effective mathematics lessons for English learners: A multiple mathematical lens approach. In S. Celedón-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 207-222). Reston, VA: NCTM.

Turner, E. E., Drake, C., Roth McDuffie, A., Aguirre, J, Bartell, T. G. & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15, 67-82. DOI 10.1007/s10857-011-9196-6

Foote, M. Q., Roth McDuffie, A., Turner, E. E., Aguirre, J. M., Bartell, T. G., Drake, C. (2012, November). Prospective teachers’ perceptions, beliefs, and dispositions toward students’ family, community, and culture. In L. R. Van Zoest, J.-J. Lo, & J. L. Kratky (Eds.) Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 605-612). Kalamazoo, MI: Western Michigan University.

Bartell, T. G., Foote, M. Q., Aguirre, J. M., Roth McDuffie, A., Drake, C., Turner, E. E. (2010, October) Preparing preK-8 teachers to connect children’s mathematical thinking and community based funds of knowledge. In P. Brosnan, D. B. Erchick, & L. Flevares (Eds.). Proceedings of the 32nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1183-1191). Columbus, OH: The Ohio State University.