Teaching Math Teaching Podcast - Episodes Tagged with “Identity”

Episode 103: Joi Spencer: Persistence at Creating Affirming Spaces for Fostering Positive Math Identities

Eva Thanheiser, Dusty Jones, Joel Amidon, Jennifer Wolfe — Wed, 22 Jan 2025 16:00:00 -0600

Learning to teach math teachers better with Dr. Joi Spencer, Dean of the School of Education at the University of California, Riverside. as we discuss her experience and expertise as a math teacher educator, her long running STEAM Academy, and her book, Anti-Blackness at School: Creating Affirming Educational Spaces for African American Students.

Links from the episode
STEAM Academy
Anti-Blackness at School: Creating Affirming Educational Spaces for African American Students by Joi Spencer and Kerri Ullucci
Math Ed Podcast Episode 1405: Megan Franke
Special Guest: Joi Spencer.

Episode 96: Kate Johnson: Identity, Language, and Pedagogy in and beyond being a Math Teacher Educator

Eva Thanheiser, Dusty Jones, Joel Amidon, Jennifer Wolfe — Wed, 11 Sep 2024 16:00:00 -0500

Learning to teach math teachers better with Dr. Kate Johnson, Associate Professor of Mathematics Education at Brigham Young University, as we discuss her experiences and advice as a mathematics teacher educator, as an associate editor of the Mathematics Teacher Educator journal, and as a co-author of the article, Ungrievable: Theorizing white Christian nationalist rhetorical practices in education in the Review of Education, Pedagogy, and Cultural Studies journal.

Links from the episode

Johnson, K. R., Hadley, H. L., Schoonbeck, A., & Benson, S. E. (2024) Ungrievable: Theorizing white Christian nationalist rhetorical practices in education. Review of Education, Pedagogy, and Cultural Studies. http://dx.doi.org/10.1080/10714413.2024.2388913

Johnson, K. R., Holdaway, E., & Ross, A. S. (2021). “We are children of God”: White Christian teachers discussing racism. Linguistics and Education, 64. https://doi.org/10.1016/j.linged.2021.100936

Johnson, K. R. (2016). Enduring positions: Religious identity in discussions about critical mathematics education. Religion and Education, 43(2), 230-245. https://doi.org/10.1080/15507394.2016.1147916

Johnson, K. R. (accepted for 2024). The road to find: Poetry as a tool for developing a productive community. In C. Koestler & E. Thanheiser (Eds.), Building Community to Center Equity and Justice in Mathematics Teacher Education. Association of Mathematics Teacher Educators.

Johnson, K. R. (2016). Reconceptualizing “activism”: Developing a socially conscious practice with prospective White mathematics teachers. In N. M. Joseph, C. M. Haynes, & F. Cobb (Eds.), Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms (pp. 171-187). Peter Lang Publishing.

Special Call from the MTE Journal for Supporting Teachers to Engage Traditionally Marginalized Learners. Due 10/15/24

Mathematics Teacher Educator Commentaries to help authors of MTE manuscripts
Vol. 5, Issue 2, March 2017 which describes a writing tool for preparing a MTE manuscript https://doi.org/10.5951/mathteaceduc.5.2.0085

6(1), Sept 2017 which talks about articulating of a problem of practice; https://doi.org/10.5951/mathteaceduc.6.1.0003

6(2), March 2018 which describes the relationship between claims and evidence in MTE https://doi.org/10.5951/mathteaceduc.6.2.0004

11(3), June 2023 on positionality in your pedagogy and writing for MTE: https://doi.org/10.5951/MTE.2023.0007

Mathematics Teacher Educator podcast
Special Guest: Kate Johnson.

Episode 78: Carlos LópezLeiva: Responsive and Inclusive Math Teacher Education to Foster Responsive and Inclusive Math Teachers

Eva Thanheiser, Dusty Jones, Joel Amidon, Jennifer Wolfe — Wed, 17 May 2023 00:15:00 -0500

Learning to teach math teachers with Carlos LópezLeiva, Associate Professor of Language, Literacy, and Sociocultural Studies at The University of New Mexico, as he shares his experiences and advice on being a mathematics teacher educator, as well as his experiences in school settings in the US and in Guatemala. Carlos also shares his work on considering the identity development of Latinas/os and/or Hispanics as bilingual speakers and as doers of mathematics and the social dimension of teaching, learning, and doing mathematics in different environments.

Links from the episode
Center for the Mathematics Education of Latinos/as (CEMELA)
TODOS: Mathematics for All and TODOS 2023 Conference
Mathematics Teacher Educator Podcast
Special Guest: Carlos LópezLeiva.

Episode 69: Nicole Joseph: Making Black Girls Count in Math Education

Eva Thanheiser, Dusty Jones, Joel Amidon, Jennifer Wolfe — Wed, 02 Nov 2022 00:15:00 -0500

Learning to teach math teachers better with Dr. Nicole Joseph, as she shares her experiences and advice on being a mathematics teacher educator. Nicole also shares her research on Black women and girls, their identity development, and their experiences in mathematics as well as sharing her work running the Joseph's Mathematics Education Lab.

Links from the epidose
Nicole Joseph Bio Page @ Vanderbilt University
Making Black Girls Count in Math Education
A Black Feminist Vision for Transformative Teaching by Nicole M. Joseph

Jones, Stephanie. "Identities of race, class, and gender inside and outside the math classroom: A girls' math club as a hybrid possibility." Feminist Teacher (2003): 220-233.

Joseph's Mathematics Education Lab

Mathematics Teacher Educator Podcast Special Guest: Nicole Joseph.