This book contains an Open Access chapter.
Mathematics teacher educators’ (MTEs) intimate scholarship is growing in interest and is diversifying research methodologies and products in the mathematics teacher education field. Becoming an MTE involves identifying self as belonging to mathematics teacher education. Although insights about belonging in mathematics teacher education have focused on teachers, becoming an MTE involves learning and growing in the teaching of mathematics teaching.
This volume brings together the work of a range of US-based scholars at various career stages, working in mathematics teacher education using self-based methodologies such as narrative, autobiography and autoethnography, to explore knowing and doing in relation to the process of becoming mathematics teacher educators (MTEs). The chapters in the book reflect the value of intimate scholarship and its focus on practice and a variety of associated methods are utilised to capture aspects of MTE work and a conceptualisation of knowing in the context of practice.
Table of Contents:
Chapter 1. Scholarly Inquiry And Practice In Mathematics Teacher Education Through Intimate Scholarship; Signe E. Kastberg, Elizabeth Suazo-Flores, Melva R. Grant, and Olive Chapman OPEN ACCESS
Part 1: Being
Chapter 2. Humanizing Collaborations Between Mathematicians And Mathematics Educators–Desert Islands Not Required; Scott Kaschner and Aubrey Neihaus
Chapter 3. What My Body Knows: An Account of Embodied Knowledge for Mathematics Teacher Education; Joy A. Oslund
Part 2: Knowing
Chapter 4. Educating my Inner Witness to Support Productive Struggle in Developmental Mathematics; Matthew Man Shing Cheung
Chapter 5. Understanding Faith as a Foundation for Grading Practices in Mathematics Teacher Preparation; Alyson E. Lischka
Part 3: Ethics
Chapter 6. A Self-Study on Reconceptualizing Notions of Race And Engaging in Critical Consciousness-Building; Katherine Comey Edwards and Courtney K. Baker
Chapter 7. Reflections on Ethical Commitments in Critical Mathematics Teacher Education; José Martínez Hinestroza
Part 4: Being, Knowing, and Ethics
Chapter 8. Using Artefacts to Reflect on My Mathematics Teacher Educator’s Ways of Knowing: A Rural South African Perspective; Makie Kortjass
Chapter 9. An Online Adjunct’s Search for Belonging to Mathematics Teacher Education; Laura E. Bitto and Courtney K. Baker
Chapter 10. Reflections on Learning Through and From Intimate Scholarship; Kathleen Nolan and Lindsay Keazer
About the Author :
Elizabeth Suazo-Flores is an assistant professor of mathematics education at the University of North Dakota (UND), USA, teaching mathematics methods courses for elementary and secondary mathematics teachers.
Signe E. Kastberg is Professor and Mary Endres Chair in Elementary Education, Mathematics Education at Purdue University, USA. Her work contributes to understandings of the beauty and complexity of teaching, learning, and learning to teach mathematics-learners.
Melva R. Grant is a Professor in the Department of Teaching and Learning at Old Dominion University, USA. Her work focusses on enhancing mathematics teacher preparation and broadening diversity and inclusion in institutional spaces.
Olive Chapman is Professor of Mathematics Education at the University of Calgary, Canada. She served as editor-in-chief of the Journal of Mathematics Teacher Education and a member of the Board of Directors of the National Council of Teachers of Mathematics.
