Math Ed Podcast

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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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).

• Jaime's Professional Webpage

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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.)

• Article URL: https://www.hepg.org/her-home/issues/harvard-educational-review-volume-88-number-4/herarticle/racial-(mis)match-in-middle-school-mathematics-cla
• Dan's Professional Webpage

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Karisma Morton from the University of North Texas discusses the article, "Who gets in? Examining inequality in eighth-grade algebra," published in the Journal for Research in Mathematics Education (Co-author: Catherine Riegle-Crumb).

• Article URL: https://pubs.nctm.org/view/journals/jrme/50/5/article-p529.xml
• Karisma's Professional Webpage

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Hanan Alyami from Purdue University discusses her article, "Textbook representations of radian angle measure: The need to build on the quantitative view of angle," published in School Science and Mathematics.

• Article URL https://onlinelibrary.wiley.com/doi/full/10.1111/ssm.12380?af=R

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Dan Heck from Horizon Research discusses the article, "Scaling up innovative learning in mathematics: Exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice," published in Educational Studies in Mathematics, Volume 102. (Co-authors: Plumley, Stylianou, Smith, Moffett)

• Dan's professional webpage
• Article URL https://link.springer.com/article/10.1007/s10649-019-09895-6

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Gloriana González from the University of Illinois at Urbana-Champaign and Tonya Bartell from Michigan State University give a plenary presentation at PME-NA 2019 (https://2019.pmena.org) entitled, "Empowering teachers to construct problems for their students."

• Gloriana's professional website https://education.illinois.edu/faculty/gloriana-gonzlez-rivera
• Tonya's professional webpage http://education.msu.edu/search/FormView.aspx?email=tbartell%40msu.edu
• PME-NA website

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Bill Tate from Washington University in St Louis and Jerome Morris from the University of Missouri at St Louis give a plenary presentation at PME-NA 2019 (https://2019.pmena.org) entitled, "Building regional brain regimes to support mathematics attainment."

• Bill's professional webpage https://education.wustl.edu/people/william-f-tate
• Jerome's professional webpage https://coe.umsl.edu/mycoe/p2_profiles/viewProfile/sso_id/morrisjer
• PME-NA website

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Nicole Louie from the University of Wisconsin - Madison discusses her article, "Agency discourse and the reproduction of hierarchy in mathematics instruction," published in Cognition and Instruction.

• Nicole's Professional Website

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Selections from ZDM Mathematics Education 51(3) Identity in Mathematics Education

• (02:38) Mellony Graven & Einat Heyd-Metzuyanim—Mathematics identity research: The state of the art and future directions
• (06:50) Olga O. Fellus—Connecting the dots: Toward a networked framework to conceptualizing identity in mathematics education
• (12:21) Maisie L. Gholson & Danny B. Martin—Blackgirl face: Racialized and gendered performativity in mathematical contexts
• (20:57) Sonja Lutovac & Raimo Kaasila—Methodological landscape in research on teacher identity in mathematics education: A review
• (26:09) Lisa Darragh & Darinka Radovic—“To Tia with love”: Chilean mathematics teacher identities after professional development
• (31:28) Einat Heyd-Metzuyanim & Galit Shabtay—Narratives of ‘good’ instruction: Teachers’ identities as drawing on exploration vs. acquisition pedagogical discourses

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