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The field of mathematics teacher education has been moving collectively towards a common goal of preparing preservice mathematics teachers to teach with technology, which is explicated in the Association of Mathematics Teacher Educators’ (2017) Standards for Preparing Teachers of Mathematics. In this paper we present findings from a national survey of accredited university secondary mathematics teacher education program. The purpose of the study is to describe the current state of the ways in which programs are preparing preservice teachers to teach secondary mathematics with technology. [ABSTRACT FROM AUTHOR]

For reasoning and proof to become a reality in mathematics classrooms, it is important to prepare teachers who have knowledge and skills to integrate reasoning and proving in their teaching. Aiming to enhance prospective secondary teachers' (PSTs) content and pedagogical knowledge related to proof, we designed and studied a capstone course Mathematical Reasoning and Proving for Secondary Teachers. This paper describes the structure of the course and illustrates how PSTs' interacted with its different components. The PSTs first strengthened their content knowledge, then developed and taught in local schools a lesson incorporating proof components. Initial data analyses show gains in PSTs' knowledge for teaching proof and dispositions towards proving, following their participation in the course. [ABSTRACT FROM AUTHOR]

We investigate definitions and approaches that preservice secondary mathematics teachers develop about teaching mathematics for social justice while participating in an equity-based, anti-racist professional development program. We analyzed transcripts from seminar sessions of the program where participants discussed different forms of teaching mathematics for social justice. Participants described their possible teaching with what is seen in the literature while moving beyond in formulating other possible representations of teaching mathematics for social justice. These findings suggest that it may be necessary to further theorize our understanding of teaching mathematics for social justice so that representations include everyday practices beyond representations in curriculum. [ABSTRACT FROM AUTHOR]

Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) view proof and the teaching of proof. The purpose of this survey research was to investigate how PSMTs in Australia and the United States perceive of proof in the context of secondary mathematics teaching and learning. PSMTs were able to outline various mathematical and pedagogical aspects of proof, including: purposes, characteristics, reasons for teaching, and imposed constraints. In addition, PSMTs attended to differing, though overlapping, features of proof when asked to determine the extent to which proposed arguments constituted proofs or to decide which arguments they might present to students. [ABSTRACT FROM AUTHOR]

This study examines secondary mathematics and science teacher perceptions of teacher leadership during the first year of a professional development program focused on preparing teacher leaders in rural schools. It also begins to offer details as to what content-focused teacher leadership looks like and how teachers in rural schools enact teacher leadership. Data collection includes interview and survey analysis. Findings indicate four areas of growth for participants and project staff: participants began to expand their thinking and influence beyond the classroom, advocate more for students, develop a richer understanding of what content specific teacher leadership looks like, and gain a deeper understanding that teacher leadership in rural districts may be easier given the context of smaller settings but may also be more challenging in terms of teacher burnout. [ABSTRACT FROM AUTHOR]

Shifts in student participation prompted by math teachers' experiments with a new teaching strategy created opportunities for the teachers to learn about student perseverance. The practice, in which teachers asked students stuck on a math problem to share three things they know, achieved one desired goal and got students "unstuck," but the teachers wondered whether the practice supported students to persevere in the sense of learning to draw on one another as resources. Through negotiation of a shared, new, and problematic experience in the classroom, the teachers problematized their prior conceptions of perseverance. [ABSTRACT FROM AUTHOR]

Systemic implementation of research-based instructional practices has persistently been a challenge in high school mathematics. The Escondido Union High School District is pursuing ambitious mathematics instructional reform with an aim to rehumanize the teaching and learning experiences for both students and teachers. I provide an overview of a four-year teacher curriculum that emerged during an ongoing ethnographic study of their work, and the many tensions provoked by the goal to rehumanize mathematics experiences. Specifically, I note the tensions of an effort to rehumanize the work of students and teachers, through a professional develop strategy undergirded by an effort to act teachers into new beliefs. [ABSTRACT FROM AUTHOR]

The purpose of the study is to investigate secondary mathematics PSTs' technology selection and the intended way of utilizing technology in their lesson plans. In this multi-case study, six PSTs in their senior year were interviewed and their lesson plans were collected. What types of technology PSTs select and in what purposes the selected technologies have been used to support students' mathematical thinking were explored. The findings show that some PSTs selected cognitive technologies due to their dynamic features, ease of use, and providing different visual representations. On the other hand, some of them did not integrate these types of technologies because of their lack of technology knowledge, availability of technology in context, students' familiarity with technology and time considerations. Their way of integrating technologies vary and while some PSTs integrated as reorganizer, others planned to use technologies as amplifier. [ABSTRACT FROM AUTHOR]

The binomial distribution is important for its connections to probability, sampling proportion, and inference. This research describes preservice secondary mathematics teachers' understanding of the binomial distribution in the context of an investigative task. A three-tiered framework was developed and used to classify preservice teachers' understanding, with implications for further research on the same or various statistical concepts. [ABSTRACT FROM AUTHOR]

Amid the implementation of new curriculum standard regarding statistics and new recommendations for preservice secondary mathematics teachers [PSMTs] to teach statistics, there is a need to examine the current state of PSMTs' common statistical knowledge. This study reports on the statistical knowledge 217 PSMTs from a purposeful sample of 18 universities across the United States. The results show that PSMTs may not have strong common statistical knowledge that is needed to teach statistics to high school students. PSMTs' strengths include identifying appropriate measures of center, while weaknesses involve issues with variability, sampling distributions, pvalues, and confidence intervals. [ABSTRACT FROM AUTHOR]

Most existing measures of mathematical knowledge for teaching (MKT) assume a unidimensional structure and report scores that reflect the "amount" of MKT possessed by each examinee. These measures aggregate scores on MKT items that each tap different kinds of teacher work (e.g., explaining concepts, using representations) and different curricular topics. Although this approach is useful for some purposes, the author argues that a new way of conceptualizing measures of MKT will be more useful for gathering data to address open questions about MKT. A review of existing measures is used to argue that conceptualizing measures of MKT in terms of underlying components has promise for building MKT theory. [ABSTRACT FROM AUTHOR]

A room-scale virtual-reality environment was used to investigate students' conceptions of the volume of a pyramid. Participants controlled the virtual environment with a gesture-based interface that converted movements of their hands into actions on mathematical figures. Two students in graduate programs leading to certification in secondary science education investigated how the volume of a pyramid is affected by horizontal (i.e., shearing) or vertical (i.e., elongation) movements of its apex. Participants' actions within the environment were analyzed using the conceptions-knowing-concept (cK¢) model of student conceptions. Both participants used an analogy of volume to surface area and area to perimeter to make sense of the effects of the shearing operator. [ABSTRACT FROM AUTHOR]

In this poster, we share details of a statewide Design-Based Implementation Research project's efforts supporting teachers' implementation of new state secondary mathematics standards. This includes design of project spaces and tools and preliminary results related to teacher interactions and learning. [ABSTRACT FROM AUTHOR]

The article discusses a study on how secondary mathematics teachers can more effectively teach diverse students in the U.S. The study presented ways secondary mathematics teachers can build their knowledge to enhance their teaching ability. It also examined the use of a course to focus on critical consciousness and to address a central tenet of culturally relevant pedagogy.