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Episode 2009: Kenneth Frank & Jihyun Kim
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October 26, 2020 12:53 PM PDT
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Ken Frank from Michigan State University and Jihyun Kim from Lehigh University discuss their article, "From interpretation to instructional practice: A network study of early-career teachers' sensemaking in the era of accountability pressures and Common Core State Standards," published in the American Educational Research Journal, co-authors Salloum, Bieda, Youngs.

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Episode 2008: Jennifer Ruef
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September 19, 2020 09:44 AM PDT
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Jennifer Ruef from the University of Oregon discusses her article "Why indigenous languages matter for mathematics education: a case study of Ichishkíin," published in Educational Studies in Mathematics, Volume 104. Co-authors: Jacob, Walker, Beavert.

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Episode 2007: Michelle Cirillo & Kristen Bieda
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August 17, 2020 11:54 AM PDT
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Michelle Cirillo from the University of Delaware and Kristen Bieda from Michigan State University discuss their recent article, "An innovative early field experience for preservice secondary teachers: Early results from shifting to an online model," published in the Journal of Technology and Teacher Education, Volume 28 (co-authors: LaRochelle, Arbaugh).

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Episode 2006: Teaching Math Teaching
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August 14, 2020 12:23 PM PDT
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In this crossover episode, Joel Amidon of the Teaching Math Teaching podcast (https://www.teachingmathteachingpodcast.com) speaks with Robert Q. Berry III, Basil M. Conway IV, Brian R. Lawler, and John W. Staley.

[REBROADCAST] Gregory Larnell
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July 16, 2020 05:46 PM PDT
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Originally posted July 30 2016. Greg Larnell from the University of Illinois at Chicago discusses his article, "More than just skill: Mathematics identities, racialized narratives, and remediation among black undergraduates" (PDF available), published in the Journal for Research in Mathematics Education, Volume 47.

[REBROADCAST] Whitney Johnson
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June 11, 2020 07:27 PM PDT
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Whitney Johnson from Morgan State University discusses the article, "Teaching with speeches: A black teacher who uses the mathematics classroom to prepare students for life," from Teachers College Record, Volume 115. (Co-authors: Nyamekye, Chazan, Rosenthal)

[REBROADCAST] Daniel Chazan & Lawrence Clark
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June 09, 2020 10:21 AM PDT
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Dan Chazan and Lawrence Clark from the University of Maryland discuss the Special Issue in Teachers College Record (Vol. 115, No. 2) focused on African American mathematics teachers in urban contexts. Particular attention is given to Lawrence's article, "African American mathematics teachers as agents in their African American students' mathematics identity formation." (Co-authors: Badertscher, Napp)

https://www.tcrecord.org/ExecSummary.asp?contentid=16835

Episode 2005: AERA Symposium on Flipped Instruction
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May 10, 2020 04:23 AM PDT
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This episode features four studies on flipped mathematics instruction that would have been shared at the AERA annual meeting in April 2020. This is the order in which you will hear their voices:

  • JP Han & Ruby Ellis. University of Missouri. "Patterns in empirical studies of flipped mathematics instruction: A literature review."
  • Jessica Kamuru & Wenmin Zhao. University of Missouri."Patterns in Algebra 1 classes implementing flipped instruction: An observational study."
  • Jeremy Strayer. Middle Tennessee State University."Characterizations of flipped instruction: Mathematics teaching practices and teachers' enactment zones."
  • Darryl Yong. Harvey Mudd College. "The primary affordance of flipped instruction might be more opportunities for active in-class engagement."

There is also an open discussion with Jeff Choppin and Zandra de Araujo taking part along with the authors.

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Episode 2004: Jaime Diamond
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April 13, 2020 08:05 AM PDT
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Jaime Diamond from the University of Georgia discusses her book chapter, "Teachers' beliefs about how to support students' transfer of learning," in the forthcoming Springer book Transfer of Learning: Progressive Perspectives from Mathematics Education and Related Fields (Eds. Hohensee & Lobato).

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Episode 2003: Daniel Battey
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March 23, 2020 07:42 AM PDT
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Dan Battey from Rutgers University discusses the article, "Racial (mis)match in middle school mathematics: Relational interactions as a racialized mechanism," published in Harvard Educational Review. (Co-authors: Leyva, Williams, Belizario, Greco, and Shah.)

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