web01.fireside.fm Tue, 14 Apr 2026 06:46:41 -0500 Fireside (https://fireside.fm) Teaching Math Teaching Podcast - Episodes Tagged with “Language” https://www.teachingmathteachingpodcast.com/tags/language Wed, 11 Sep 2024 16:00:00 -0500 Learning to teach math teachers better by sharing advice and expertise from mathematics teacher educators in various roles. en-us episodic Conversations with math teacher educators stepping into the role of teaching math teachers Eva Thanheiser, Dusty Jones, Joel Amidon, Jennifer Wolfe Learning to teach math teachers better by sharing advice and expertise from mathematics teacher educators in various roles. no Eva Thanheiser, Dusty Jones, Joel Amidon, Jennifer Wolfe joel@amidonplanet.com Episode 96: Kate Johnson: Identity, Language, and Pedagogy in and beyond being a Math Teacher Educator https://www.teachingmathteachingpodcast.com/96 547de852-488b-4541-9bf3-e99f66c3236e Wed, 11 Sep 2024 16:00:00 -0500 Eva Thanheiser, Dusty Jones, Joel Amidon, Jennifer Wolfe full 5 Eva Thanheiser, Dusty Jones, Joel Amidon, Jennifer Wolfe 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. 54:54 no 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 (https://www.amte.net/connections/2024/09/special-call-mte-journal) 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 (https://mtepodcast.amte.net/) Special Guest: Kate Johnson. mathematics education, mathematics teaching, mathematics teacher education, mathematics teacher educator 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.

]]> 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.

]]>