Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction

This work was supported by the ReSTEM Institute in the College of Education at the University of Missouri. We thank Abigail Heffern and Nicole Fyten for their assistance with the analysis and Dr. Milan Sherman for his comments on this paper. We also thank the teachers, without whom this work would not have been possible.Flipped instruction in school mathematics has been occurring more frequently. This study investigated two teachers' motivations for, conceptions of, and experiences with flipped mathematics instruction. We found that the teachers were motivated to flip based on colleagues' recommendations and potential benefits for students. The teachers discussed changes to their instruction as a result of transitioning to flipped instruction and we interpreted those changes in terms of how teachers perceived the interactions among students, mathematics content, and themselves. Although the teachers viewed many of these changes as beneficial, some presented new challenges as they navigated their changing role in the classroom

Examining Storylines of Emergent Bilinguals in Algebra Textbooks

"October 2018.""The purpose of our study was to examine the resources and suggested pedagogical strategies provided in high school algebra teacher’s guides. In particular, we wanted to understand how the resources and pedagogy aligned, or not, with those provided in mathematics education research. We chose three high school algebra textbooks from major publication houses (Glencoe, Holt-McDougall, and Pearson, pictured respectively to the left). The decision to focus on algebra was due to its position as a “gatekeeper for [U.S.] citizenship” (Moses & Cobb, 2001, p. 14)."--Page 2.Includes bibliographical reference

The Mo(ve)ment to Prioritize Antiracist Mathematics: Planning for This and Every School Year

Dear Colleague, TODOS: Mathematics for ALL is proud of its almost two decades of advocacy for equity and excellence for all children in mathematics education, specifically Latina/o children. Over the years, TODOS has delivered webinars, podcasts, blogs, conferences, and resources for educators, families, and children to address and provide tools to eliminate the harmful practices too many children and families experience in school and in life. This position statement, The Mo(ve)ment to Prioritize Antiracist Mathematics: Planning for This and Every School Year, and supporting commentaries, including one commentary in Spanish - place the essential actions of the 2016 NCSM - TODOS joint social justice position statement, Mathematics Education Through the Lens of Social Justice: Acknowledgment, Actions, and Accountability, into new contexts as a response to our nation\u27s inequities and injustices made visible by COVID-19 and the tragic murders of George Floyd, Brianna Taylor, and other unarmed Black and Brown citizens. No longer could a focus on curriculum, assessment, and instruction alone be enough for children to survive in today\u27s world. It was time to step up, find strength, move beyond hurt, fear, and usual conversations to take leadership in the fight for antiracism..

Examining English Language Learners\u27 Learning Needs Through the Lens of Algebra Curriculum Materials

Curriculum materials have a substantial influence on mathematics instruction and, consequently, students’ learning opportunities. Many curriculum programs provide instructional notes for teachers and tasks for students as a means of accommodating particular student groups, such as those identified for English language learners. The presence of such materials communicates a narrative about the students they seek to accommodate. In particular, this narrative entails what English language learners need to learn mathematics. We examined the curriculum materials in four commercially available curriculum programs to understand the learning opportunities they provide for the target group and their assumed needs inferred from analyzing those opportunities. We found the curriculum materials implied a homogenous view of English language learners as a group who requires mathematical remediation and additional vocabulary practice. The curriculum materials provided a narrow set of learning opportunities, in terms of both mathematics and language, and may reinforce teachers’ existing deficit perspectives

Teacher-created videos in a flipped mathematics class: digital curriculum materials or lesson enactments?

This work was funded by the University of Missouri's ReSTEM Institute. We thank Nicole Fyten, Abigail Heffern, Milan Sherman, and the participating teachers and students.The rise of digital resources has had profound effects on mathematics curricula and there has been a concurrent increase in teachers flipping their instruction-that is, assigning instructional videos or multimedia for students to watch as homework and completing problem or exercise sets in class rather than vice versa. These changes have created a need to better understand not only the features and learning affordances of these videos but also the phenomena of instructional videos taking the place of textbooks altogether. Drawing on an enacted mathematics curriculum framework, this article reports on a study of a mathematics teacher who implemented flipped instruction and created her own instructional videos and multimedia resources as replacements of printed textbooks. We examined the relationship between the teacher's printed textbook and the digital curriculum materials she used with her flipped mathematics classroom. We also explored her role in creating the digital curriculum materials and the ways in which those materials were used in-class. The case reveals similarities between the new material design and conventional textbooks and it also illustrates the teacher's simultaneous work designing and enacting digital curriculum materials. The broad issue of considering videos as curriculum materials rather than only as instructional representations is discussed