Cases for Mathematics Teacher Educators

Foreword; Fran Arbaugh and Christine D. Thomas.

• Foreword; Christine A. Browning.
• Preface.
• Chapter 1. Facilitating Conversations about Inequities in Mathematics Classrooms; Dorothy Y. White, Sandra Crespo, and Marta Civil.
• Part I.
• Conversations About Inequities In Mathematics Methods Courses; Imani Goffney And Sandra Crespo.
• Chapter 2. Addressing Deficit Language in Math Methods: Providing Critical Feedback to Preservice Teachers; Julia Maria Aguirre.
• Commentary 1: Providing Respectful and Ability-Oriented Feedback to Parents: A Commentary on Aguirre's Case; Monica Gonzalez.
• Commentary 2: Missing in the Numbers: Examination of Teacher and Racial Identities: A Commentary on Aguirre's Case; Ebony O. McGee.
• Commentary 3: Critical Dialogues to Promote Transformative Learning: A Commentary on Aguirre's Case; Beatriz Quintos.
• Chapter 3. Understanding White Privilege: When a Good Task Is Not Enough; Kristen Bieda.
• Commentary 1: Acknowledging Personal Perspectives to Build Mathematical Understandings: A Commentary on Bieda's Case; Cynthia Oropesa Anhalt.
• Commentary 2: The Importance of Context and Nuance in Designing Learning Experiences for Teachers: A Commentary on Bieda's Case; Erica N. Walker.
• Commentary 3: Supporting Novice Mathematics Teachers' Racial Consciousness: A Commentary on Bieda's Case; Craig Willey.
• Chapter 4. Why Are You Asking For These Impossible Math Lessons? Sandra Crespo.
• Commentary 1: Identifying and Supporting the Next Small Step Together: A Commentary on Crespo's Case; Megan Franke.
• Commentary 2: Equitable Mathematics Teaching for All Students: A Commentary on Crespo's Case; Christa Jackson.
• Commentary 3: Turning Disappointing Student Emails into Teachable Moments: A Commentary on Crespo's Case; David W. Stinson.
• Chapter 5. Problematizing Gender: Trepidation and Uncertainty; Carlos Nicolas Gomez and Eric Siy.
• Commentary 1: Using Media to Problematize Gender Stereotypes in the Mathematics Classroom: A Commentary on Gomez and Siy's Case; Katrina Piatek-Jimenez.
• Commentary 2: Problematizing Gender: Learning to Embrace Uncertainty: A Commentary on Gomez and Siy's Case; Kai Rands.
• Commentary 3: Gender ≠ Sex ≠ Sexual Orientation: A Commentary on Gomez and Siy's Case; Marcy B. Wood.
• Chapter 6. Challenging and Disrupting Deficit Notions in Our Work with ECE and Elementary Teachers; Courtney Koestler.
• Commentary 1: Weakening Deficit Perspectives with Collective Agency: A Commentary on Koestler's Case; Higinio Dominguez.
• Commentary 2: Building Partnerships to Challenge and Disrupt Deficit Views of Students and Communities: A Commentary on Koestler's Case; Elham Kazemi.
• Commentary 3: Creating Invitations to Disrupt Deficit Discourses: A Commentary on Koestler's Case; Amy Noelle Parks.
• Chapter 7. Case X. Opportunities for America's Youth; Kimberly Melgar and Dan Battey.
• Commentary 1: The Delicate Balance of a Three-Legged Stool: A Commentary on Melgar and Battey's Case; Erika C. Bullock.
• Commentary 2: Validating and Contextualizing Preservice Teachers' Resistance to Social Justice Pedagogy in Mathematics: A Commentary on Melgar and Battey's Case; Niral Shah.
• Commentary 3: Conceptions of Equity and Their Impact on Students' Opportunities to Learn Mathematics: A Commentary on Melgar and Battey's Case; Marilyn Strutchens.
• Chapter 8. Hearing Mathematical Competence Expressed in Emergent Language; Judit Moschkovich.
• Commentary 1: Teaching Preservice Teachers to Successfully Position English Learners: A Commentary on Moschkovich's Case; Kathryn B. Chval and Rachel J. Pinnow.
• Commentary 2: Preparing Our New Teachers (and Ourselves) to Hear Mathematical Competence: A Commentary on Moschkovich's Case; Crystal Kalinec-Craig.
• Commentary 3: Positioning, Status, and Power: Framing the Participation of EL Students in Mathematics Discussions for Prospective Teachers: A Commentary on Moschkovich's Case; Maria del Rosario Zavala.
• Chapter 9. Tracking in a Local Middle School: Do You See What I See? Dorothy Y. White.
• Commentary 1: Unpacking Expectations and Lenses in Mathematics Classroom Observations: A Commentary on White's Case; Lynette DeAun Guzman.
• Commentary 2: Seeing Isn't Always Believing: Recognizing Race Dysconciousness in the Preservice Teacher Context: A Commentary on White's Case; Danny Bernard Martin.
• Commentary 3: Identity, Context, and Conversations About Racism: A Commentary on White's Case; Joy Oslund.
• Part II.
• Conversations About Inequities In Mathematics Content Courses; Mathew D. Felton-Koestler And Marta Civil.
• Chapter 10. This Is Nice But They Need to Learn to Do Things the U.S. Way: Reactions to Different Algorithms; Marta Civil.
• Commentary 1: When the U.S. Way Is Not the Standard! A Commentary on Civil's Case; Beatriz D'Ambrosio.
• Commentary 2: Noticing Student Thinking: A Commentary on Civil's Case; Eileen Murray.
• Commentary 3: Valorization of Knowledge as a Component of Understanding and Building Upon Students' Thinking: A Commentary on Civil's Case; Randolph A. Philipp.
• Chapter 11. Using Mathematics to Investigate Social and Political Issues: The Case of Illegal Immigration; Mathew D. Felton-Koestler.
• Commentary 1: Tensions and Opportunities When Implementing Social Justice Mathematics Tasks: A Commentary on Felton-Koestler's Case; Kyndall Brown.
• Commentary 2: The Need to Be Intentional in the Integration of Social Justice in Mathematics Content Courses: A Commentary on Felton-Koestler's Case; Sylvia Celedón-Pattichis.
• Commentary 3: Strategic Intrusion: A Commentary on Felton-Koestler's Case; La Mont Terry.
• Chapter 12. Searching for Cohesion in a Mathematics Course for Social Analysis; Jean M. Mistele and Laura J. Jacobsen.
• Commentary 1: Embracing Tensions: A Commentary to Mistele and Jacobsen's Case; Jessica Pierson Bishop.
• Commentary 2: Less is More: A Commentary on Mistele and Jacobsen's Case; Anthony Fernandes.
• Commentary 3: Responding to Students' Needs: A Commentary on Mistele and Jacobsen's Case; William Zahner.
• Chapter 13. Not Called to Action (or Called Upon to Act): Can Social Justice Contexts Have a Lasting Impact on Preservice Teachers? Ksenija Simic-Muller.
• Commentary 1: Becoming Political in Mathematics Education Class: A Commentary on Simic-Muller's Case; Eric (Rico) Gutstein.
• Commentary 2: Teaching Mathematics for Social Justice as Engaging in Joint Action with Students: A Commentary on Simic-Muller's Case; Arthur B. Powell.
• Commentary 3: Mathematics and Activism: A Commentary on Simic-Muller's Case; Judith Quander.
• Chapter 14. Who Counts as a Mathematician? Sharon Strickland.
• Commentary 1: Buttons and Mathematicians: A Commentary on Strickland's Case; Zandra de Araujo.
• Commentary 2: Broadening Perspectives Through Purposeful Reflection: A Commentary on Strickland's Case; Jennifer A. Eli.
• Commentary 3: Doing Mathematics and Being a Mathematician, These May Be Different: A Commentary on Strickland's Case; Tod Shockey.
• Part III. Conversations About Inequities In Graduate And Professionaldevelopment Contexts; Joi A. Spencer And Dorothy Y. White.
• Chapter 15. Are These Two Sides of the Same Coin? Teachers' Commitment to Culturally Relevant Teaching While Holding Deficit Views of Poor Communities; Tonya Bartell, Lateefah IdDeen, Frieda Parker, and Jodie Novak.
• Commentary 1: Responding to Mathematics Teachers' Deficit Perspectives About Economically Disadvantaged Students and Their Families: A Commentary on Bartell et al.'s Case; Richard Kitchen.
• Commentary 2: Teaching Privilege About Equity: A Commentary on Bartell et al.'s Case; Brian R Lawler.
• Commentary 3: What Are We Doing When Understanding Culture Is Not Enough? A Commentary on Bartell et al.'s Case; Crystal H. Morton.
• Chapter 16. How Do I Learn to Like This Child So I Can Teach Him Mathematics: The Case of Rebecca; Mary Foote.
• Commentary 1: Examining Interest Convergence and Identity: A Commentary on Foote's Case; Robert Q. Berry III.
• Commentary 2: Supporting a Teacher's Shift from Deficits to Funds of Knowledge: A Commentary on Foote's Case; Maura Varley Gutiérrez.
• Commentary 3: A Commentary on Foote's Case; Nora G. Ramírez.
• Chapter 17. Challenging Deficit Language; Imani Masters Goffney.
• Commentary 1: Adjusting Perspectives: A Commentary on Goffney's Case; Joel Amidon.
• Commentary 2: Supporting Strength-Based Perspectives and Understandings: A Commentary on Goffney's Case; Amy Roth McDuffie.
• Commentary 3: Challenging Mathematics Teachers' Deficit-Language Use: A Commentary on Goffney's Case; Eugenia Vomvoridi-Ivanovlc.
• Chapter 18. Moving from Addressing One's Target Identity to Addressing One's Nontarget Identities; Beth A. Herbel-Eisenmann.
• Commentary 1: Anticipating the Unexpected: Managing a Dilemma During Facilitation of a Social Justice Mathematics Task: A Commentary on Herbel-Eisenmann's Case; Lawrence Clark.
• Commentary 2: Challenging PSTs' Views and the Inherent Subjectivity While Doing So: A Commentary on Herbel-Eisenmann's Case; Laura McLeman.
• Commentary 3: On Denial and the Search for Explanation: A Commentary on Herbel-Eisenmann's Case; José María Menéndez.
• Chapter 19. Learning About Students and Communities Using Data and Maps; Laurie H. Rubel.
• Commentary 1: The Frog in the Pan: Developing Critical Awareness in Mathematics Teachers: A Commentary on Rubel's Case; Rodrigo Jorge Gutiérrez and Alice Cook.
• Commentary 2: Can Mathematics Pave the Road to Social Justice? A Commentary on Rubel's Case; Robert Klein.
• Commentary 3: Being Students and Teachers of Math and Social Justice: A Commentary on Rubel's Case; Cynthia Nicol.
• Chapter 20. Let Me Be Your Cultural Resource: Facilitating Safe Spaces in Professional Development; Anita A. Wager.
• Commentary 1: Opening Spaces in Mathematics Teacher Education: A Commentary on Wager's Case; Corey Drake.
• Commentary 2: Nosotras Spaces: Cobuilding Transformational Bridges: A Commentary on Wager's Case; Carlos A. López Leiva.
• Commentary 3: Seeing the Problem Before Attempting to Solve It: The Role of Noticing Sociopolitical Narratives in Equity-Focused Work: A Commentary on Wager's Case; Jennifer M. Langer-Osuna.
• About the Editors.