Within the field of mathematics teacher education, a profound challenge echoesthe persistent gap between theoretical understanding and practical application. This lingering divide raises a critical concern, one that finds its focus in the exploration of transformative tools known as approximations of practice. These tools aim to provide a realistic and contextualized environment for PSTs to cultivate their teaching skills. However, the broader, oft-overlooked issue permeating this educational terrain is the question of equity in mathematics instructionan issue that this book endeavors to unravel and reshape, positioning equity at the forefront of pedagogical considerations. Promoting Equity in Approximations of Practice for Mathematics Teachers , a compelling work that not only delves into the transformative role of approximations but also champions equity as a cornerstone in reshaping the landscape of mathematics education. This groundbreaking work has a dual objectivefirstly, to furnish mathematics teacher educators and researchers with a comprehensive overview of the current landscape of approximations in mathematics education. It moves beyond a mere survey, encouraging readers to critically analyze frameworks and design choices that either foreground or dismiss equity in these pedagogical spaces. Divided into three sections, the book delves into the spectrum of work characterizing approximations in mathematics teacher education. The first section surveys diverse approaches, acknowledging the current lack of focus on equity. The second section critically examines the intersection of equity and approximations, fostering collaborations between experts in mathematics education and equity-focused researchers. The third section takes a forward-looking stance, envisioning the future of equity-focused approximations in mathematics education. Promoting Equity in Approximations of Practice for Mathematics Teachers serves as a beacon for those seeking to navigate the intricate intersections of pedagogy and equity. With an insightful exploration of methodologies and design elements associated with approximations, this book offers a roadmap for educators and researchers. Its pages unfold as a dynamic resource, encouraging practitioners to position their use of approximations as catalysts for equitable mathematics instruction. Aiming to provoke thoughtful reflection, the book not only addresses the current state of the field but also propels readers toward envisioning a future where equity-focused approximations become the norm in mathematics teacher education. Through its meticulous approach, this work is poised to spark meaningful conversations, inspire transformative practices, and ultimately contribute to the ongoing evolution of equitable educational landscapes.
Carrie Wilkerson Lee , PhD, a seasoned educator with a passion for mathematics, brings her unique perspective to the role of book editor. After a successful career as an upper elementary teacher from 2006 to 2012, Dr. Lee was driven by a desire to empower teachers and foster a love for mathematics and is currently an Associate Professor of Mathematics Education in the Mathematics, Science, and Instructional Technology Education (MSITE) Department at East Carolina University. Her research delves into innovative teaching methods, including rehearsals within virtual and non-virtual simulations and the creative use of tasks. Dr. Lee's commitment to excellence is evident in her contributions as a journal reviewer, culminating in the prestigious 2022 Mathematics Teacher Educator Outstanding Reviewer Award. Beyond her academic pursuits, Dr. Lee actively engages with the mathematics education community through PMENA working groups and AMTE community circles. Her dedication to promoting the invaluable work surrounding approximations led her to undertake this current editing project, bringing together a wealth of expertise and insights to the field. Liza (Cope) Bondurant , PhD, began her career in 2005 as a 7-12 math teacher in upstate New York and is currently an Associate Professor at Mississippi State University. Lizas research focuses on bridging the gap between theory and practice to rehumanize math experiences for marginalized students. She uses an equity-focused lens to study pedagogies of practice, noticing, embodied cognition, and math action technology. She was a PI on two consecutive $1.2M Department of Education Math Science Partnership grants (2013-2018) and has been a and co-investigator and participant on several NSF-funded projects. She has over forty peer-reviewed publications and has written and edited K-20 mathematics curriculum materials. Liza is currently a Department Editor for the NCTM MTLT journal and serves on the Advocacy Committee for AMTE. She was selected as the 2020 College Teacher of the Year by MCTM and has served as the President of MAMTE. Liza enjoys outdoor activities and craft projects. Bima Sapkota is an assistant professor of mathematics education in the School of Mathematical and Statistical Sciences at the University of Texas Rio Grande Valley. She completed her Ph.D. in Curriculum and Instruction with a focus on Mathematics Education at Purdue University. Dr. Sapkota teaches mathematics methods and content courses for elementary and secondary pre-service teachers, as well as research methods, a social justice-focused course, and a history of mathematics course. As an instructor of elementary mathematics content and methods courses, she has designed and implemented practice-based syllabi and activities for pre-service teachers (PSTs). Her current research focuses primarily on elementary and secondary teacher preparation in the areas of mathematical knowledge for teaching (MKT), curricular decisions, the use of technology, and practice-based approaches. Her long-term career goal is to incorporate practice-based approaches in teacher preparation to optimize PSTs' opportunities to contextualize content knowledge for teaching and create equitable learning opportunities for diverse learners. Heather Howell is a Research Scientist in Foundational Research, and has been at ETS since 2011. Her research focus includes the study of teacher content knowledge for teaching, and the study of teacher learning of educational practices such as discussion and argumentation. Heather holds a MS in Mathematics, a MA in Mathematics Education and a PhD in Teaching and Learning with specialization in Mathematics Education from New York University. Previously, she taught mathematics in grades 9-12 and at the undergraduate level, mathematics teaching methods, and mentored mathematics teachers in grade 6-12 in New York City. She has led or co-led numerous NSF-funded grants, predominantly focused on the use of digital simulations to support teacher learning.
