Here, we include MODULE(S2) Project efforts to advance both practitioner and research knowledge through academic articles / proceedings / books and at academic conferences / events.
Featured Manuscripts
Enhancing prospective secondary teachers’ potential competence for enacting core teaching practices—through experiences in university mathematics and statistics courses
Journal Article
Lai, Y., Strayer, J. F., Ross, A., Adamoah, K., Anhalt, C. O., Bonnesen, C., Casey, S., Kohler, B., Lischka, A. E. (in press). Enhancing prospective secondary teachers’ potential competence for enacting core teaching practices—through experiences in university mathematics and statistics courses. ZDM – Mathematics Education. Link to Article.
Engaging teachers in the combination of statistical investigation and social justice: Fairness in school funding
Journal Article
Casey, S., Bondurant, L., & Ross, A. (2023). Engaging teachers in the combination of statistical investigation and social justice: Fairness in school funding. Mathematics Teacher Educator, 11(2), 139-142. DOI: 10.5951/MTE.2022.0016. Link to Article.
Developing equity literacy and critical statistical literacy in secondary mathematics pre-service teachers
Journal Article
Casey, S., & Ross, A. (2022). Developing equity literacy and critical statistical literacy in secondary mathematics pre-service teachers. Mathematics Teacher Educator, 11 (1), 40-56. DOI: 10.5951/MTE.2021.0015. Link to Article.
Interrogation of social justice contexts in mathematical modeling: The use of simulations of practice in the mathematical preparation of teacher
Presentation and Conference Proceedings
Anhalt, C., Cortez, R., Kohler, B., & Tidwell, W. (2022). Interrogation of social justice contexts in mathematical modeling: The use of simulations of practice in the mathematical preparation of teachers. Proceedings of the International Conference of The Mathematics Education for the Future Project. King’s College, Cambridge University, UK. DOI: 10.37626/GA9783959872188.0.006. Link to Proceedings.
Revealing prospective secondary teachers’ mathematical knowledge for teaching in teacher-created representations of practice
Journal Article
Lischka, A. E., Lai, Y., Czap, L., & Strayer, J. (2021). Revealing prospective secondary teachers’ mathematical knowledge for teaching in teacher-created representations of practice. The Mathematician Educator, 2(2), 86-106. Link to Article.
Characterizing prospective secondary teachers’ foundation and contingency knowledge for definitions of transformations
Presentation and Conference Proceedings
Lai, Y., Lischka, A. E., & Strayer, J. F. (2021). Characterizing prospective secondary teachers’ foundation and contingency knowledge for definitions of transformations. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.) Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 437-446). Philadelphia, PA. Link to Proceedings.
Shaping the professional growth of mathematics faculty who teach prospective secondary teachers
Presentation and Conference Proceedings
Czap, L., Ahrens, S., Lai, Y., & Lischka, A. E. (2021). Shaping the professional growth of mathematics faculty who teach prospective secondary teachers. In D. Olanoff, K. Johnson, & S. Spitzer (Eds.) Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 733-737). Philadelphia, PA. Link to Proceedings.
Modeling memorization: A data collection and mathematical modeling experience
Journal Article
Tidwell, W., Anhalt, C., Cortez, R., & Kohler, B. (2022). Modeling memorization: A data collection and mathematical modeling experience. Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS), DOI: 10.1080/10511970.2022.2068091. Link to Article.
Developing mathematical knowledge in and for teaching in content courses
Book Chapter
In this chapter, we argue that providing opportunities for prospective teachers to build MKT requires educative curricular materials (Davis & Krajcik, 2005) that simultaneously support the learning of university mathematics instructors as well as the prospective teachers themselves. In addition, we describe an emergent, research-based design for developing and implementing these curriculum materials and propose priorities for those seeking to capitalize on the NIC model in future work. The efforts described in this chapter contribute to the overall vision for the transformation of secondary mathematics teacher preparation programs presented in this book by addressing the Mathematics Teacher Education Partnership (MTE-Partnership)’s Guiding Principles for Secondary Mathematics Teacher Preparation Programs (2014) that focus on teacher candidate knowledge, skills, and dispositions.
Lischka, A. E., Lai, Y., Strayer, J. F., & Anhalt, C. (2020). Developing mathematical knowledge in and for teaching in content courses. In G. W. Martin, B. R. Lawler, A. E. Lischka, & W. M. Smith (Eds.) The Mathematics Teacher Education Partnership: The Power of a Networked Improvement Community to Transform Secondary Mathematics Teacher Preparation (pp. 119-141). Charlotte, NC: Information Age Publishing.
Mathematics instructors’ attention to instructional interactions in discussions of teaching rehearsals
Presentation and Conference Proceedings
In our project, we develop curricular materials to support prospective secondary teachers’ development of MKT and provide professional development (PD) opportunities for instructors who will teach with these materials. In this paper, we examine the ways in which mathematics faculty engage in the teaching rehearsal debriefs included in the PD to answer the question: To what instructional interactions do instructors of mathematics content courses attend during rehearsal debriefs enacted in PD? Findings show that mathematics instructors attend to all types of interactions but attention is influenced by instructors’ mathematical knowledge.
Czap, L., Ahrens, S., Lischka, A. E., & Lai, Y. (2020). Mathematics instructors’ attention to instructional interactions in discussions of teaching rehearsals. In Proceedings of the 2020 PME-NA Conference (in press).
Social justice mathematical modeling for teacher preparation
Dissertation
Today’s math teachers face significant social and political challenges for which they receive little preparation. Mathematics content courses can potentially provide additional preparation in this regard by providing future teachers with experiences to mathematically explore social justice issues. This provides them with opportunities to increase their awareness and sensitivity to social justice issues, develop greater empathy for their future students, and serve as examples for high quality instruction that they can emulate in their future careers. This dissertation recounts the development and revision of three social justice mathematical modeling projects, and shares evidence from student work samples of the ways in which the experience impacted students’ lives. The implications of this work for teacher preparation and modeling education are discussed.
Seegmiller, P. (2020) Social Justice Mathematical Modeling for Teacher Preparation. [Dissertation]. Utah State University.
Theoretical report: A framework for examining prospective teachers’ use of mathematical knowledge for teaching in mathematics courses
Presentation and Conference Proceedings
This theoretical report addresses the challenge and promise of improving prospective secondary mathematics teachers’ experiences in undergraduate mathematics courses by incorporating tasks embedded in pedagogical contexts. The objective of this approach, used by multiple nationally- funded projects, is to enhance the development of teachers’ MKT. We report on the construction of a framework for observing and analyzing the development of teachers’ MKT. This framework is the result of integrating several existing frameworks and analyzing a sample of prospective secondary teachers’ responses to tasks embedded in pedagogical contexts. We discuss the methods used to build this framework, the strengths and weaknesses of the framework, and the potential of the framework for informing future work in curriculum design and implementation.
Lai, Y., Strayer, J., Lischka, A., Anhalt., C., Quinn, C. & Reed, S. (2019). Theoretical report: A framework for examining prospective teachers’ use of mathematical knowledge for teaching in mathematics courses. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp.765-773). Oklahoma City, Oklahoma. http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf
Prospective secondary teachers’ conceptions of congruence proof from a transformation perspective.
We are called by recent standards to promote teachers’ learning of a transformation approach in geometry and its proofs. Teachers who learned geometry from a perspective based on Euclid’s Elements are now called to teach geometry using different proofs and axioms from what they learned. Moreover, there is little literature on teachers’ learning of geometry from a transformation perspective. To begin to address this problem, we analyze the teachers’ use of the conceptual link between congruence and transformation in the context of constructing proofs. We identify possible key developmental understandings involved in using the definition of congruence and in the construction of transformation proofs, pointing to concepts that may need to be specifically addressed in teacher education.
St. Goar, J., Lai, Y., & Funk, R. (2019). Prospective secondary teachers’ conceptions of congruence proof from a transformation perspective. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education (pp.247-254). Oklahoma City, Oklahoma. http://sigmaa.maa.org/rume/RUME22_Proceedings.pdf
Analyzing the development of MKT in content courses
Presentation and Conference Proceedings
To improve teaching and learning in content courses for secondary mathematics teachers, we take the approach of supporting faculty who teach these courses – often mathematics faculty – in developing their own mathematical knowledge for teaching (MKT) at the secondary level. We describe a framework that has informed the design of educative curricula for a set of these courses. This framework integrates theory for knowledge development, empirical work on dimensions of knowledge used in teaching, and findings on observable behaviors in teaching that reveal prospective secondary teachers’ knowledge development.
Lai, Y., Strayer, J., & Lischka, A. E. (2018). Analyzing the development of MKT in content courses. In T.E. Hodges, G.J. Roy, & A.M. Tyminski, A. M. (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 496-499). Greenville, SC: University of South Carolina & Clemson University.
Developing Preservice Teachers’ Mathematical Knowledge for Teaching in Content Courses
In this paper we present evidence that a) providing opportunities for PSMTs to engage with simulations of practice and b) making connections between advanced perspectives on geometry and 7-12 mathematics allows PSMTs to develop MKT in university mathematics content courses.
Strayer, J. F., Lischka, A., Quinn, C. M. & Watson, L. (2018). Workshop: Engaging Statistics Teachers through Connections to the Teaching of School Statistics and Educational Equity Issues. Developing preservice teachers’ mathematical knowledge for teaching in content courses. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 826-833). San Diego, California.
Featured Presentations
No Compromise: Advancing Content Knowledge Together with Critical Consciousness in Teacher Preparation
Twenty-Seventh Annual Conference of the Association of Mathematics Teacher Educators, February 2-4, 2023, New Orleans, LA
Presenters: Cynthia Anhalt, Liza Bondurant, Stephanie Casey, Ricardo Cortez, Brynja Kohler, & Will Tidwell
Development and Measurement of Statistical Knowledge for Teaching
Forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, November 19, 2022, Nashville, TN
Presenters: Stephanie Casey and Jeremy Strayer
Interrogation of Social Justice Contexts in Mathematical Modeling: The Use of Simulations of Practice in the Mathematical Preparation of Teachers
International Conference of the Mathematics Education for the Future Project, August 8-12, 2022, King’s College, Cambridge University, UK
Presenters: Cynthia Anhalt, Ricardo Cortez, Brynja Kohler, Will Tidwell
Developing Pre-Service Teachers’ Equity Literacy in Content Courses
NSF IUSE Summit, June 1-3, 2022, Washington, D.C.
Presenters: Stephanie Casey, Brynja Kohler, Cynthia Anhalt, and Jeremy Strayer
Using Representations of Teaching Practice in Content Courses: Opportunities for Developing Mathematical Knowledge for Teaching
AMTE Annual Conference, February 10, 2022, Henderson, Nevada
Presenters: Stephanie Casey, Alyson Lischka, and Cynthia Anhalt
Preparing and Supporting Teachers to Include Mathematical Modeling in Their Curriculum
SIAM-ED Annual Conference, July 11-12, 2022, Pittsburgh, PA
Presenter: Brynja Kohler
Research in Mathematical Modeling for Secondary Teacher Education
SIAM-ED Annual Conference, July 11-12, 2022, Pittsburgh, PA
Presenter: Cynthia Anhalt
Mathematics Education as a Mathematician’s Research Discipline
SIAM-ED Annual Conference, July 11-12, 2022, Pittsburgh, PA
Presenter: Ricardo Cortez
Implementing Mathematical Modeling with Prospective Elementary Teachers
SIAM-ED Annual Conference, July 11-12, 2022, Pittsburgh, PA
Presenter: Will Tidwell
Addressing Academic Status via Authentic Mathematical Modeling Tasks
SIAM-ED Annual Conference, July 11-12, 2022, Pittsburgh, PA
Presenter: Amy Bennett
Examining Education Stereotypes and Promoting Community-Related Projects in Mathematics Teacher Education
TODOS: Mathematics for All Annual Conference, June 21-23, 2021 (virtual).
Presenters: Andrew Ross, Stephanie Casey, and Melody Wilson
Teacher Education Curriculum Materials that Develop Statistical Knowledge for Teaching
Virtual Webinar CauseWeb Webinar, February 9, 2021 at 2:00-2:30PM (virtual)
Presenters: Stephanie Casey and Andrew Ross
Developing Statistical Knowledge for Teaching with an Emphasis on Equity Literacy
Joint Mathematics Meetings, January 6-9, 2021 (virtual)
Presenters: Andrew M. Ross, Stephanie Casey, Melody Wilson
Special Session: Mathematics Courses Designed to Develop Mathematical Knowledge for Teaching High School
Joint Mathematics Meetings, January 6-9, 2021 (virtual)
Organizer: James J. Madden, Yvonne Lai, James Am. M. Alvarez, and Jennifer Whitefield
Mathematical Modeling Modules: Curriculum Material for Secondary Teacher Education
Mathematics Teacher Education Partnership Conference, June 28-30, 2020
Presenters: Ricardo Cortez, Cynthia Anhalt, and Brynja Kohler
Mathematical Modeling Modules: Curriculum Material for Secondary Teacher Education
Mathematics Teacher Education-Partnership Conference, June 2020
Presenters: Ricardo Cortez, Cynthia Anhalt, and Brynja Kohler
Instructors’ attention to instructional relationships during professional development for the MODULE(S2) materials
Mathematics Teacher Education-Partnership Conference, June 2020
Presenters: Sally Ahrens and Lindsay Czap
Utilizing Student Work Artifacts to Develop both Subject Matter and Pedagogical Content Knowledge
Mathematics Teacher Education-Partnership Conference, June 2020
Presenters: Andrew Ross and Stephanie Casey
Workshop: Engaging Statistics Teachers through Connections to the Teaching of School Statistics and Educational Equity Issues
Electronic Conference on Teaching Statistics (eCOTS), May 2020
Presenters: Stephanie Casey, Andrew Ross and Melody Wilson
Developing Secondary PSTs’ Equity Literacy in a Statistics Course
MiAMTE Conversations Among Colleagues, March 2020
Presenters: Stephanie Casey, Andrew Ross, and Melody Wilson
Mathematics Instructors’ Attention to Instructional Interactions in Teaching Rehearsals
Indiana Mathematics Education Research Symposium, March 2020
Presenters: Lindsay Czap
Developing Equity Literacy in the Statistical Education of Teachers
Annual AMTE Conference, February 2020
Presenters: Stephanie Casey and Melody Wilson
Comparing the visibility of prospective teachers’ mathematical knowledge for teaching secondary geometry in written and video format responses
Tennessee STEM Education Conference, January 2020
Presenters: Lindsay Czap and Alyson E. Lischka
Purposeful Use of Simulations of Teaching Practice to Uncover Mathematical Knowledge for Teaching
Joint Mathematics Meeting, January 2020
Presenters: Jeremy F. Strayer, Yvonne Lai, and Cynthia Anhalt
Symposium: Undergraduate Mathematical Modeling Laboratory Experiences
Society of Industrial and Applied Mathematics (SIAM) Education Conference, July 2019
Organizer: Brynja Kohler
Symposium: Implementing Mathematical Modeling with Prospective Elementary Teachers
Society of Industrial and Applied Mathematics (SIAM) Education Conference, July 2019
Presenters and Organizers: Will Tidwell, Cynthia Anhalt, and Ricardo Cortez
Symposium: Mathematical Modeling Lessons and Research for Secondary Educators
Society of Industrial and Applied Mathematics (SIAM) Education Conference, July 2019
Presenters and Organizers: Cynthia Anhalt and Ricardo Cortez
Preparing Teachers to Educate Through Mathematics for Social Justice
School Science and Mathematics Association Convention, November 2019
Presenters: Patrick Seegmiller and Will Tidwell
Symposium: Undergraduate Mathematical Modeling Laboratory Experiences
Society of Industrial and Applied Mathematics (SIAM) Education Conference, July 2019
Organizer: Brynja Kohler
Teachers’ understanding of the connection between congruence and transformations
41st Annual Meeting of the PME-NA, November 2019
Presenters: Julia St. Goar, Yvonne Lai, Rachel Funk
Comparing secondary teachers’ MKT for geometry in video and written representations of practice.
41st Annual Meeting of the PME-NA, November 2019
Presenters: Alyson E. Lischka, Yvonne Lai, Jeremy F. Strayer, Lindsay Czap
Developing mathematical and statistical knowledge for teaching – Let’s see it happen!
NCTM Regional Conference and Exposition, October 2019
Presenters: Jeremy F. Strayer, James Haynes, and Alyson E. Lischka
Statistical Education of Teachers: Novel Curriculum Materials
AMTE Webinar, October 2019
Presenters: Stephanie Casey
Pain Medication and Tree Leaves: Mathematical Modeling Tasks for Future Secondary Teachers
MathFest, July 2019
Presenters: Brynja Kohler, Jacy Beck, Ricardo Cortez
Development of Equity Literacy in the MODULE(S2) Statistics for Secondary Teachers Course
Mathematics Teacher Education-Partnership Conference, June 2019
Presenters: Melody Wilson
Mathematical Modeling Lesson Adaptation for Increasing Local Relevance
Mathematics Teacher Education-Partnership Conference, June 2019
Presenters: Will Tidwell and Brynja Kohler
Learning to Teach Statistics for Social Justice
Mathematics Teacher Education-Partnership Conference, June 2019
Presenters: Andrew Ross, Stephanie Casey, Melody Wilson, and Samantha Maddox
Examining Education Stereotypes and Promoting Community-Related Projects in Mathematics Teacher Education
Mathematics Teacher Education-Partnership Conference, June 2019
Presenters: Patrick Seegmiller and Brynja Kohler
Comparing secondary teachers’ MKT for geometry exposed in video and written representations of practice
Mathematics Teacher Education-Partnership Conference, June 2019
Presenters: Alyson E. Lischka, Yvonne Lai, Jeremy F. Strayer
Preparing Teachers to Help Secondary Students Evaluate Evidence
U.S. Conference on Teaching Statistics (USCOTS), May 2019
Presenters: Andrew Ross, Stephanie Casey, Melody Wilson, and Samantha Maddox
A Statistics-for-Future-Teachers Course
Michigan Mathematics Association of American Section Meeting, April 2019
Presenters: Andrew Ross, Stephanie Casey, Melody Wilson, and Samantha Maddox
Eliciting and examining mathematical knowledge for teaching: A framework to support teacher growth.
Annual Conference of the National Council of Supervisors of Mathematics, April 2019
Presenters: Alyson E. Lischka, Cynthia Anhalt, Yvonne Lai, Jeremy Strayer
Developing prospective secondary teachers’ MKT through approximations of practice
Annual AMTE Conference, February 2019
Presenters: Alyson E. Lischka, Yvonne Lai, Jeremy F. Strayer, Cynthia Anhalt
Analyzing the Development of MKT in Content Courses
40th Annual Meeting of the PME-NA, November 2018
Presenters: Yvonne Lai, Jeremy F. Strayer, Alyson E. Lischka
Developing Secondary Preservice Mathematics Teachers’ Statistical Knowledge for Teaching
International Conference on Teaching Statistics, July 2018
Presenters: Stephanie Casey, Andrew Ross, and Samantha Maddox
Mathematical Modeling in Secondary Teacher Preparation
Society of Industrial and Applied Mathematics (SIAM) Education Conference, July 2018
Presenters: Cynthia Anhalt
An Emerging Framework for Understanding the Development of Mathematical Knowledge for Teaching.
Mathematics Teacher Education-Partnership Conference, June 2018
Presenters: Jeremy Strayer, Yvonne Lai, Alyson Lischka, Cynthia Anhalt
Addressing Social Justice and Equity in the Statistical Education of Teachers through Statistics Activities
Mathematics Teacher Education-Partnership Conference, June 24-26, 2018
Presenters: Andrew Ross, Stephanie Casey, Melody Wilson, and Samantha Maddox
MODULE(S2) Project: Curriculum for Upper-Level Content Courses for Pre-Service Secondary Teachers
Michigan Association of Mathematics Teacher Educators, March 17, 2018
Presenters: Andrew Ross and Stephanie Casey
Developing Preservice Secondary Mathematics Teachers’ (PSMTs’) Mathematical Knowledge for Teaching (MKT) in Content Courses
Conference on Research in Undergraduate Mathematics Education, February 22-24, 2018
Presenters: Jeremy F. Strayer, Alyson E. Lischka, Candice Quinn, Lucy Watson
Toward a Hypothetical Learning Trajectory (HLT) for Preservice Secondary Teachers’ Construction of Congruence Proofs
Conference on Research in Undergraduate Mathematics Education, February 22-24, 2018
Presenters: Yvonne Lai, Rachel Zigterman
MODULE(S2): Mathematics of Doing, Understanding, Learning and Educating for Secondary Schools
12th Annual Tennessee STEM Education Research Conference, February 2018
Presenters: Jeremy F. Strayer, Alyson E. Lischka, Candice Quinn, Lucky Watson
MODULE(S2) Project: Developing Prospective Secondary Mathematics Teachers’ Mathematical Knowledge for Teaching in College Geometry
Joint Mathematics Meetings, January 2018
Presenter: Alyson E. Lischka
MODULE(S2): Mathematics of Doing, Understanding, Learning and Educating for Secondary Schools (Poster)
Joint Mathematics Meetings, January 2018
Presenters: Alyson E. Lischka, Andrew Ross, Yvonne Lai, Brynja Kohler, Jason Aubrey, Jeremy F. Strayer, Stephanie Casey, Cynthia Anhalt, Howard Gobstein
Building Mathematical Knowledge for Teaching in a Geometry Course for Preservice Teachers
39th Annual Meeting of the PME-NA, October 5-8, 2017
MODULE(S2) Project 