THE MATHEMATICS EDUCATOR
type: channel
description: The Mathematics Educator strives to provide a forum for collaboration of mathematics educators at varying levels of professional experience. Its purpose is to promote the interchange of ideas among the mathematics education community, locally, nationally, and internationally and to present a variety of viewpoints on a broad spectrum of issues related to mathematics education.
publisher: Mathematics Education Student Association
language: en
publication name: THE MATHEMATICS EDUCATOR
issn: 1062-9017
copyright: Authors contributing material to The Mathematics Educator retain copyright for their work. Authors consent to license their work for dissemination by TME. All contents of The Mathematics Educator are licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
items: Effective school mathematics tasks: Perspectives of student teachers
items: An Alternative Quantitative Reasoning Approach to Integration by Substitution
items: Reviewers for TME
items: Front Matter
items: A Note to Reviewers
items: A Study of Students’ Help-Seeking Behaviors in Undergraduate Mathematics Tutoring
items: Navigating Math Grading Reforms: Key Considerations for Educational Leaders
items: A Framework for Time and Covariational Reasoning
items: Semantic Structure of Word Problems: A Content Analysis
items: The Mathematics Identity Bicycle
items: Professional Noticing in the Context of Mathematical Modeling
items: Facilitating Mathematical Reasoning through Team-based Learning
items: Rebuilding Readers’ Relationships with Mathematics: A Review of The Psychology of Mathematics: A Journey of Personal Mathematical Empowerment for Educators and Curious Minds
items: Why I Won't Teach Mathematics for Social Justice (Even though I Want to)
items: Determining the Multiplicative Reasoning of a High School Junior and Senior
items: Preservice Secondary Mathematics Teachers’ Opportunities to Learn Reasoning and Proof in Algebra
items: Intellectual need, covariational reasoning, and function: Freeing the horse from the cart
items: What Makes Pedagogical Content Knowledge “Pedagogical”? Reconnecting PCK to Its Deweyan Foundations
items: Contemporary, emergent mathematics for teachers
items: Young Students Exploring Measurement Through Problem Solving and Problem Posing
items: Using Bafa Bafa to help pre-service teachers experience microaggressions in the classroom
items: Scholarly Practice and Inquiry
items: Preservice Teachers’ Conceptualizations of Mathematical Tasks

Effective school mathematics tasks: Perspectives of student teachers
type: item
description: This study investigated the features that primary and post-primary student teachers (STs) consider important in mathematics classroom tasks. Quantitative data revealed that STs generally valued tasks which supported higher order thinking, could be easily differentiated, and were relevant to the curriculum. Aesthetics, use of technology and ease of preparation were considered less important. Qualitative data explored STs’ reasons for these choices and for any changes which occurred over the course of their Initial Teacher Education (ITE). STs expressed growing understanding of the importance of differentiation, pupil engagement and the role of the teacher. Findings underscored the influence of school placements in shaping STs’ pedagogical beliefs. Implications point to the role of ITE courses in developing STs’ professional judgement.
subject: Articles
  topic: section
subject: mathematics tasks
  topic: keywords
subject: student teachers
  topic: keywords
subject: Initial Teacher Education
  topic: keywords
creator: Julie Hamilton
creator: Barry Doherty
creator: Gerry Trainor
rights: Copyright (c) 2026 Julie Hamilton, Dr Barry Doherty, Gerry Trainor http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 1
ending page: 24
doi: 10.63301/tme.v34i1.4162

An Alternative Quantitative Reasoning Approach to Integration by Substitution
type: item
description: In this paper, we present a conceptual analysis for integration for substitution that centers major ideas of quantitative reasoning, including accumulation rates, relationships between measures and unit magnitudes, and the multiplicative dependency of quantities. Our centering of these idea enables integration by substitution to occur through coordinating accumulation rates and intervals to reconstruct a desired integral structure. Our approach was inspired by the conceptual analysis provided by Jones and Fonbuena (2024), and thus we compare our approach with theirs throughout in order to highlight similarities and differences between the two. We close by acknowledging that a conceptual analysis is only as good as its use in working to support learning, and thus call for future work that transitions the analysis to work with students.
subject: Articles
  topic: section
subject: conceptual analysis
  topic: keywords
subject: integration by substitution
  topic: keywords
subject: accumulation
  topic: keywords
subject: quantitative reasoning
  topic: keywords
creator: Kevin Moore
creator: Sohei Yasuda
creator: Webster Wong
rights: Copyright (c) 2026 Kevin Moore, Sohei Yasuda, Webster Wong http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-05-21
publication date: 2026-05-21
starting page: 25
ending page: 48
doi: 10.63301/tme.v34i1.4177

Reviewers for TME
type: item
description: This is the list of our recent reviewers.
subject: From the Editors
  topic: section
subject: Editorial
  topic: keywords
creator: Jennifer Kleiman & Sohei Yasuda TME Editors
rights: Copyright (c) 2025 Jennifer Kleiman & Sohei Yasuda TME Editors http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-18
publication date: 2025-12-18
starting page: 91
ending page: 91
doi: 10.63301/tme.v33i1.4534

Front Matter
type: item
description: Our introduction to the 33rd volume of The Mathematics Educator includes brief summaries of the three articles in this issue, as well as editorial commentary and a thanks to the reviewers and others who made this issue possible.
subject: From the Editors
  topic: section
subject: Editorial
  topic: keywords
creator: Jennifer Kleiman & Sohei Yasuda TME Editors
rights: Copyright (c) 2025 Jennifer Kleiman & Sohei Yasuda TME Editors http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-12-18
publication date: 2025-12-18
starting page: 1
ending page: 5

A Note to Reviewers
type: item
description: Reviewer note
subject: From the Editors
  topic: section
subject: editorial
  topic: keywords
creator: Dru Horne & Jennifer Kleiman TME Editors
rights: Copyright (c) 2024 Dru Horne & Jennifer Kleiman TME Editors http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-01-07
publication date: 2025-01-07
starting page: 211
ending page: 212
doi: 10.63301/tme.v32i1.4197

Front Matter
type: item
description: Editorial
subject: From the Editors
  topic: section
subject: editorial
  topic: keywords
creator: Dru Horne & Jennifer Kleiman TME Editors
rights: Copyright (c) 2024 Dru Horne & Jennifer Kleiman TME Editors http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-01-07
publication date: 2025-01-07
starting page: 1
ending page: 3
doi: 10.63301/tme.v32i1.4196

A Study of Students’ Help-Seeking Behaviors in Undergraduate Mathematics Tutoring
type: item
description: This observational study considers the help-seeking behaviors of students who drop in to receive free tutoring at a university’s mathematics tutoring center. It reports on how these students enter the tutoring space, act, and interact with others comparing the students in two different areas of the center. One of the areas serves students taking math classes for science, technology, engineering, and mathematics (STEM) students. The other area serves students taking applied mathematics classes for business, life science, and social science majors. Findings suggest that most students enter the center alone, stay for over an hour, and are industrious, no matter the area they visit. However, students in the STEM area were more social with others in the tutoring center, more focused on gaining a conceptual understanding, and less likely to be dependent on tutors than the students in the applied area. These results add to research literature on what is known about student actions and interactions in university tutoring centers and has implications for those who organize and lead tutor training that might help them provide better support to students.
subject: Articles
  topic: section
subject: tutoring centers
  topic: keywords
subject: student
  topic: keywords
subject: help-seeking behavior
  topic: keywords
subject: mathematics
  topic: keywords
creator: Deborah Moore-Russo
creator: Henry Christiansen
creator: Emilee Coxsey
rights: Copyright (c) 2025 Deborah Moore-Russo, Henry Christiansen, Emilee Coxsey http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-03-03
publication date: 2025-03-03
starting page: 32
ending page: 60
doi: 10.63301/tme.v33i1.3613

Navigating Math Grading Reforms: Key Considerations for Educational Leaders
type: item
description: As grading reform efforts such as standards-based grading and grading for equity gain popularity, school leaders play a key role in supporting mathematics teachers' implementation efforts. This paper will describe what mathematics leaders need to know about grading reform and what mathematics leaders should do to support teachers in implementing grading reform. By developing teachers’ deeper understanding of curriculum, instruction, and assessment, assisting teachers in shifting mindsets from quantifying to qualifying learning, and improving math proficiency communication, leaders can better navigate grading reform in their schools. With proper support and guidance, teachers can assign grades that better reflect students' mathematical knowledge and skills.
subject: Articles
  topic: section
subject: grading
  topic: keywords
subject: standards-based grading
  topic: keywords
subject: Math education
  topic: keywords
subject: education reform
  topic: keywords
subject: leadership
  topic: keywords
creator: Matt Townsley
creator: Chad Lang
rights: Copyright (c) 2025 Matt Townsley, Chad Lang http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-02-13
publication date: 2025-02-13
starting page: 6
ending page: 31
doi: 10.63301/tme.v33i1.3621

A Framework for Time and Covariational Reasoning
type: item
description: Covariational reasoning has emerged as a productive construct to characterize students’ mathematical development. Researchers have illustrated its importance for major middle, secondary, and undergraduate mathematical concepts including rate of change, accumulation, and modeling. Within this line of work, several researchers have indicated differences between experiential and conceptual time with respect to the covariational relationships students construct. I draw on this body of literature and return to Piaget’s perspective of time to provide a framework for the role of time in students’ (co)variational reasoning. The framework also clarifies the nature of the multiplicative objects underlying students’ (co)variational relationships. To illustrate the framework and capture its emergence from second-order models of students’ mathematics, I also describe the framework as it relates to students’ engagement in a task.
subject: Articles
  topic: section
subject: Covariational Reasoning
  topic: keywords
creator: Kevin Moore
rights: Copyright (c) 2025 Kevin Moore http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-05-29
publication date: 2025-05-29
starting page: 61
ending page: 90
doi: 10.63301/tme.v33i1.3573

Semantic Structure of Word Problems: A Content Analysis
type: item
description: Solving word problems is a standard part of the mathematics classroom. However, many students struggle solving word problems due to the variety in types of problems. One word problem can require a different solution approach than another form with few semantic changes. The Common Core State Standards Initiative (CCSSI) released a taxonomy for classifying types of one-step addition and subtraction word problems. The present study is a content analysis of three widely distributed mathematics textbooks, one each from three separate textbook publishers. The researchers analyzed the textbooks to classify the types of word problems they contained according to the CCSSI taxonomy. The findings show that variation of semantic problem structure is not proportionate within a single textbook; however, problem category frequency is similar across textbooks.
subject: Articles
  topic: section
subject: Common Core State Standards
  topic: keywords
subject: elementary mathematics
  topic: keywords
subject: word problem structure
  topic: keywords
creator: Julia Calabrese
creator: Jamaal Young
rights: Copyright (c) 2024 Julia Calabrese, Jamaal Young http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-01-07
publication date: 2025-01-07
starting page: 128
ending page: 157
doi: 10.63301/tme.v32i1.2894

The Mathematics Identity Bicycle
type: item
description: In this conceptual paper, I trace the role of agency in mathematics learner identity development across several empirical studies to illuminate understanding of how researchers have conceptualized agency as it relates to identity in mathematics education research. Building on this line of research, I propose an adapted conceptual framework for examining the role of agency in mathematics learner identity development through attention to both micro and macro influences on mathematics learners. I argue that such a conceptual framework is needed to support novel research involving equity in mathematics education. Finally, I offer the metaphor of “the mathematics identity bicycle” to aid in understanding how this conceptual framework might be taken up by other researchers in the pursuit of equity in mathematics education.
subject: Articles
  topic: section
subject: Mathematics Identity
  topic: keywords
subject: Agency
  topic: keywords
subject: Mathematics Learner Identity
  topic: keywords
creator: Stephen L. Caviness
rights: Copyright (c) 2024 Stephen L. Caviness http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-01-07
publication date: 2025-01-07
starting page: 188
ending page: 210
doi: 10.63301/tme.v32i1.3566

Professional Noticing in the Context of Mathematical Modeling
type: item
description: The purpose of this study is to examine how professional noticing evolves in the context of modeling and what is unique about the context of modeling for developing noticing. Eight middle and secondary school teachers participated in this one-semester long study and received three training sessions on professional noticing. The results support modeling as a desirable context for developing noticing. Teachers provided more substantial detail about the mathematical aspects of student strategies after participating in the training, and they benefited from conversations with colleagues scaffolded by the three phases of professional noticing: attending to, interpreting, and responding to student thinking. Teachers also identified some unique aspects of student thinking in the context of modeling, especially local conceptual development experienced by some students during the study.
subject: Articles
  topic: section
subject: mathematical modeling
  topic: keywords
subject: noticing
  topic: keywords
subject: professional development
  topic: keywords
subject: teacher education
  topic: keywords
creator: Rui Kang
rights: Copyright (c) 2024 Rui Kang http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-01-07
publication date: 2025-01-07
starting page: 158
ending page: 187
doi: 10.63301/tme.v32i1.3047

Facilitating Mathematical Reasoning through Team-based Learning
type: item
description: Team-based learning (TBL) is a flipped classroom model, where small group discussions and peer learning play a central role. Some of its features, such as scalability to large classes and a high degree of structure, together with a well documented success rate in other fields, could make TBL an attractive option for the mathematics educator wishing to transform their teaching. This article surveys available peer-reviewed literature to provide an overview of current use of TBL in mathematics, summarizes findings and based on these, discusses TBL’s potential to support mathematics learning. We pay particular attention to if and how TBL can be leveraged to shift student focus from procedural towards conceptual learning and more creative forms of mathematical reasoning.
subject: Articles
  topic: section
subject: Mathematical Reasoning
  topic: keywords
subject: Conceptual Knowledge
  topic: keywords
subject: cooperative learning
  topic: keywords
subject: team-based learning
  topic: keywords
creator: Anders Gustafsson
rights: Copyright (c) 2024 Anders Gustafsson http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-01-07
publication date: 2025-01-07
starting page: 103
ending page: 127
doi: 10.63301/tme.v32i1.3136

A Note to Reviewers
type: item
subject: From the Editors
  topic: section
subject: editorial
  topic: keywords
creator: Aida Alibek & Dru Horne TME Editors
rights: Copyright (c) 2023 Aida Alibek & Dru Horne TME Editors http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2023-07-27
publication date: 2023-07-27
starting page: 137
ending page: 138
doi: 10.63301/tme.v31i1.3151

Rebuilding Readers’ Relationships with Mathematics: A Review of The Psychology of Mathematics: A Journey of Personal Mathematical Empowerment for Educators and Curious Minds
type: item
subject: Articles
  topic: section
subject: book review
  topic: keywords
creator: Amanda Jansen
rights: Copyright (c) 2023 Amanda Jansen http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2023-07-27
publication date: 2023-07-27
doi: 10.63301/tme.v31i1.3150

Front Matter
type: item
subject: From the Editors
  topic: section
subject: editorial
  topic: keywords
creator: Aida Alibek & Dru Horne TME Editors
rights: Copyright (c) 2023 Aida Alibek & Dru Horne TME Editors http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2023-07-27
publication date: 2023-07-27
doi: 10.63301/tme.v31i1.3149

Why I Won't Teach Mathematics for Social Justice (Even though I Want to)
type: item
description: This paper reports on a research study in which seven New York City high school mathematics teachers participated in a professional development opportunity around the teaching of mathematics for social justice. The teachers saw value in teaching math for social justice and were philosophically aligned with the pedagogy. Despite this and despite recognizing various benefits of its use, they all indicated that going forward they would implement the pedagogy infrequently if at all. This paper explores the reasons the teachers gave for why they would not implement the pedagogy fully as it explores barriers to teacher implementation of teaching mathematics for social justice.
subject: Articles
  topic: section
subject: mathematics for social justice
  topic: keywords
subject: teacher professional development
  topic: keywords
creator: Lidia Gonzalez
rights: Copyright (c) 2024 Lidia Gonzalez http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-01-07
publication date: 2025-01-07
starting page: 73
ending page: 102
doi: 10.63301/tme.v32i1.2811

Determining the Multiplicative Reasoning of a High School Junior and Senior
type: item
description: Our study was guided by the question, how does the multiplicative reasoning of upper high school students give insight to their performance on a grade-level standards-based assessment? After giving a group of high school students a sample ACT assessment, we identified students to make comparisons between low and high scoring students on the sample assessment. Through a written assessment targeted towards assessing students’ unit coordination schemes, and through semi-structured interviews with two students, we documented a correlation between students’ level of unit coordination and their performance on the sample assessment. The evidence that students showed of limited multiplicative reasoning skills help explain some of their challenges in responding to prompts on an assessment like the ACT. This study reflects the need to give more focused attention on the multiplicative reasoning skills of secondary students and to design interventions that might develop these students’ multiplicative reasoning.
subject: Articles
  topic: section
subject: multiplicative reasoning
  topic: keywords
subject: unit coordination
  topic: keywords
subject: high school
  topic: keywords
subject: fractional reasoning
  topic: keywords
subject: multiplicative concepts
  topic: keywords
subject: number sequences
  topic: keywords
creator: Nick Shaver
creator: Anna Dejarnette
rights: Copyright (c) 2024 Nick Shaver, Anna Dejarnette http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-01-07
publication date: 2025-01-07
starting page: 4
ending page: 38
doi: 10.63301/tme.v32i1.2835

Preservice Secondary Mathematics Teachers’ Opportunities to Learn Reasoning and Proof in Algebra
type: item
description: This study examined opportunities provided for preservice secondary mathematics teachers (PSMTs) to learn reasoning and proof in algebra from the perspective of college instructors. We analyzed interview transcripts of 15 course instructors recruited from three teacher education programs in the United States. We examined the reported opportunities provided for PSMTs to engage in proving- related activities, including making conjectures, investigating conjectures, developing arguments, evaluating arguments, and disproving by using counterexamples. We also analyzed instructional strategies reported by the instructors. We found the inconsistency between instructors’ perceptions of the importance of reasoning and proof in algebra and instructor-reported opportunities to learn. Findings also indicated that developing arguments was reported the most frequently. In addition, instructors reported more pedagogy- focused general teaching strategies than proof-specific teaching strategies.
subject: Articles
  topic: section
subject: reasoning and proof
  topic: keywords
subject: secondary mathematics teacher education
  topic: keywords
subject: opportunity to learn
  topic: keywords
creator: Jia He
creator: Tuyin An
rights: Copyright (c) 2023 Jia He, Tuyin An http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2023-07-27
publication date: 2023-07-27
starting page: 78
ending page: 99
doi: 10.63301/tme.v31i1.2171

Intellectual need, covariational reasoning, and function: Freeing the horse from the cart
type: item
description: Authors (year) contended a quantitatively sophisticated image of a dynamic situation can provide students with the horse needed to pull the cart that is the mathematical properties important for the set-theoretic definition of function. In this paper, we extend our argument in two ways. First, we adopt Harel’s (2008, 2018) constructs of intellectual need and epistemological justification to describe how a student can develop a quantitatively sophisticated image of a dynamic situation. Second, we exemplify that constructing an epistemological justification can support a student in subsequently making determinations regarding ‘function’, yet there is an apparent lack of intellectual need for differentiating between functional and non-functional relationship. This latter factor leads us to call into question the value of focusing on the metaphorical cart that is the basis for the set-theoretic definition of function.
subject: Articles
  topic: section
subject: Covariational Reasoning
  topic: keywords
subject: Intellectual Need
  topic: keywords
subject: Function
  topic: keywords
creator: Teo Paoletti
creator: Kevin Moore
creator: Madhavi Vishnubhotla
rights: Copyright (c) 2024 Teo Paoletti, Kevin Moore, Madhavi Vishnubhotla http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-01-07
publication date: 2025-01-07
starting page: 39
ending page: 72
doi: 10.63301/tme.v32i1.2854

What Makes Pedagogical Content Knowledge “Pedagogical”? Reconnecting PCK to Its Deweyan Foundations
type: item
description: In this theoretical paper, I review the history of research in educational psychology that inspired Shulman’s notion of pedagogical content knowledge (PCK) and critically examine interpretations of PCK reflected in prominent theoretical frameworks for mathematical knowledge for teaching (MKT). I propose a theory of PCK—grounded in radical constructivism, Piaget’s genetic epistemology, and empirical research results—that addresses limitations of these prominent frameworks. I conclude with a description of what makes PCK in the proposed theory “pedagogical” and describe a research agenda that reconnects MKT scholarship to its Deweyan philosophical foundations.
subject: Articles
  topic: section
subject: Pedagogical content knowledge
  topic: keywords
subject: Mathematical knowledge for teaching
  topic: keywords
subject: Reflected abstraction
  topic: keywords
subject: Psychologizing the subject matter
  topic: keywords
creator: Michael Tallman
rights: Copyright (c) 2023 Michael Tallman http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2023-07-27
publication date: 2023-07-27
doi: 10.63301/tme.v31i1.2852

A Note to Reviewers
type: item
subject: From the Editors
  topic: section
subject: Note
  topic: keywords
creator: TME Editors
rights: Copyright (c) 2022 TME Editors http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2022-03-04
publication date: 2022-03-04
doi: 10.63301/tme.v30i2.2745

Front Matter
type: item
subject: From the Editors
  topic: section
subject: Front Matter
  topic: keywords
creator: TME Editors
rights: Copyright (c) 2022 TME Editors http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2022-03-04
publication date: 2022-03-04
doi: 10.63301/tme.v30i2.2569

Contemporary, emergent mathematics for teachers
type: item
description: In this paper, we present a qualitative case study on an online graduate program for practicing teachers and educators that explores contemporary mathematics and its integration into K to 12 education. Data for the study comprised students’ work in the courses, student feedback, and notes from instructor debriefings for two cohorts of the course. The findings are organized in terms of (i) specialized knowledge for teaching mathematics, (ii) online mathematics teacher education, (iii) online professional learning communities, and (iv) online teaching in general. We conclude the paper with suggestions for online mathematics teacher education and the identification of venues for future research.
subject: Articles
  topic: section
subject: in-service teacher education
  topic: keywords
subject: specialized knowledge for teaching mathematics
  topic: keywords
subject: online professional learning communities
  topic: keywords
subject: contemporary mathematics
  topic: keywords
subject: qualitative case study
  topic: keywords
subject: online mathematics teacher education
  topic: keywords
subject: graduate programs in education
  topic: keywords
creator: Armando Paulino Preciado Babb
creator: Ayman Aljarrah
rights: Copyright (c) 2023 Ayman Aljarrah, Armando Paulino Preciado Babb http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2023-07-28
publication date: 2023-07-28
starting page: 55
ending page: 77
doi: 10.63301/tme.v31i1.2801

Young Students Exploring Measurement Through Problem Solving and Problem Posing
type: item
description: The empirical data in this study are from a series of two lessons on measurement implemented in seven classes with 119 six-year-old students in Sweden. Both problem solving and problem posing were shown to be important in early mathematics when students in this study worked on one problem-solving task and one problem-posing task on measurement. As there are few studies specifically on problem posing in early mathematics and on young children’s understanding of measurement, this study adds knowledge of value for both teachers and researchers. In the study, paper-and-pen work from the students was analysed together with interviews conducted after the students had worked on the two tasks. When solving the task on measurement, the students discerned shape, size, distance, and number as mathematical aspects of measurement. When asked to pose a similar task, only size and number reoccurred as mathematical aspects of measurement. However, other features from the problem-solving task reoccurred in the posed tasks: similar drawings were used in combination with questions on measurement as the mathematical content.
subject: Articles
  topic: section
subject: problem posing
  topic: keywords
subject: problem solving
  topic: keywords
subject: early mathematics
  topic: keywords
subject: measurement
  topic: keywords
creator: Hanna Palmér
creator: Jorryt van Bommel
rights: Copyright (c) 2023 Hanna Palmér, Jorryt van Bommel http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2023-10-04
publication date: 2023-10-04
starting page: 30
ending page: 54
doi: 10.63301/tme.v31i1.2477

Using Bafa Bafa to help pre-service teachers experience microaggressions in the classroom
type: item
description: Implementing an equity agenda in the classroom is both necessary and challenging for classes containing pre-service teachers. For this intervention, we chose to begin our History of Mathematics course for pre-service middle school teachers with a cultural simulation training exercise: Bafa Bafa. After participating in the exercise, pre-service teachers were asked to write a reflection paper and were later interviewed about their experiences in the course. Although participants found Bafa Bafa an uncomfortable experience, it was not an unsafe one, and the pre-service teachers agreed that this exercise helped them better understand, articulate, and notice experiences with microaggressions.
subject: Articles
  topic: section
subject: pre-service teachers
  topic: keywords
subject: microaggressions
  topic: keywords
subject: equity
  topic: keywords
creator: Rebecca Anne Dibbs
creator: Kelly Lewis
creator: Jennifer Moon
creator: Rebecca Steward
rights: Copyright (c) 2023 Rebecca Anne Dibbs, Kelly Lewis, Jennifer Moon, Rebecca Steward http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2023-10-04
publication date: 2023-10-04
starting page: 5
ending page: 29
doi: 10.63301/tme.v31i1.2490

A Note to Reviewers
type: item
subject: From the Editors
  topic: section
subject: Note to Reviewers
  topic: keywords
creator: James Drimalla & Yufeng Ying TME Editors
rights: Copyright (c) 2021 James Drimalla & Yufeng Ying TME Editors http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2021-08-17
publication date: 2021-08-17
doi: 10.63301/tme.v30i1.2743

Front Matter
type: item
subject: From the Editors
  topic: section
subject: Cover
  topic: keywords
creator: James Drimalla & Yufeng Ying TME Editors
rights: Copyright (c) 2021 James Drimalla & Yufeng Ying TME Editors http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2021-08-17
publication date: 2021-08-17
doi: 10.63301/tme.v30i1.2742

Scholarly Practice and Inquiry
type: item
description: This paper presents research that exists at the crossroad of scholarly practice and scholarly inquiry. We outline the process in the design, enactment, and empirical examination of an elementary methods course activity, Exploring and Supporting Student Thinking (ESST), which engaged 18 elementary prospective teachers (PTs) in two sessions of one-on-one problem posing with 3rd grade students. Our results mirror outcomes from existing literature focused on student interviews and letter exchanges as well as reveal other potential PTs experiences from such interactions. We end by describing implications for future activity design and with a call for researchers to continue to contribute to scholarly inquiry in this area.
subject: Articles
  topic: section
subject: elementary
  topic: keywords
subject: preservice teachers
  topic: keywords
subject: teacher knowledge
  topic: keywords
subject: Methods course
  topic: keywords
creator: Andrew Tyminski
creator: McKenzie H. Brittain
rights: Copyright (c) 2022 Andrew Tyminski, McKenzie H. Brittain http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2022-03-04
publication date: 2022-03-04
starting page: 64
ending page: 93
doi: 10.63301/tme.v30i2.2454

Preservice Teachers’ Conceptualizations of Mathematical Tasks
type: item
description: This study reports how 12 secondary mathematics preservice teachers (M-PSTs) described characteristics of Mathematical Tasks after participating in instructional activities, including reading, reflecting, and discussing task characteristics from two mathematics task frameworks and related book chapters. The findings demonstrated that after engaging in these activities, M-PSTs used formal, research-informed language in a way that highlighted student-related factors (e.g., student prior knowledge) and contextual factors (e.g., class time constraints), suggesting that the language and concepts offered through the task frameworks initiated M-PSTs’ nuanced task descriptions. The implications of the instructional activities in teacher education programs to enhance M-PSTs’ conceptions of tasks are discussed.
subject: Articles
  topic: section
subject: task frameworks
  topic: keywords
subject: mathematical tasks
  topic: keywords
subject: preservice teachers
  topic: keywords
subject: task description
  topic: keywords
creator: Bima Kumari Sapkota
rights: Copyright (c) 2022 Bima Kumari Sapkota http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2022-03-04
publication date: 2022-03-04
starting page: 3
ending page: 32
doi: 10.63301/tme.v30i2.2578