Math Ed Podcast

Matthew Inglis from Loughborough University (UK) discusses his book, Does mathematical study develop logical thinking? Testing the Theory of Formal Discipline, published by World Scientific (with co-author Nina Attridge).

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*Send in your audio submissions for the 100th episode special to ottensa AT missouri DOT edu by October 10th.

Aimee Ellington from Virginia Commonwealth University discusses the article, "Effectively coaching middle school teachers: A case for teacher and student learning," published in the Journal of Mathematical Behavior, Volume 46. (Co-authors: Whitenack and Edwards)

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Les Steffe from the University of Georgia talks about his career in mathematics, including graduate school at the University of Wisconsin, the theory of radical constructivism, and research on students' understanding of number.

Guest host: Kevin Moore

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Mandy Jansen and Dawn Berk from the University of Delaware discuss their article, "Investigating alignment between elementary mathematics teacher education and graduates' teaching of mathematics for conceptual understanding," from Harvard Educational Review. Co-author: Erin Meikle.

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Susan Friel from the University of North Carolina at Chapel Hill discusses her career in mathematics and statistics education, her work on Connected Mathematics, and her part in the NCTM (1991) Professional Standards for Teaching.

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Paul Cobb from Vanderbilt University received the 2016 Distinguished Scholar Award from the AERA Special Interest Group on Research in Mathematics Education. This special episode features the remarks he made at the SIG-RME business meeting in San Antonio, TX, on April 28, 2017. Thanks go to Janine Remillard for capturing the audio of this presentation.

Dr. Cobb received his Ed.D. from the University of Georgia.

Eliz Fennema, emeritus professor from the University of Wisconsin, discusses her career in mathematics education, her research on gender-differences in mathematics, and her role on the Cognitively Guided Instruction project.

Guest host: Susan Empson

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Denise Spangler from the University of Georgia discusses the forthcoming chapter, "Research on core practices in K-12 mathematics teaching" (co-author: Victoria Jacobs), appearing in the Compendium of Research in Mathematics Education (NCTM).

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Chuck Munter from the University of Missouri discusses his article, "Examining relations between mathematics teachers' instructional vision and knowledge and change in practice," [FREE PDF] published in the American Journal of Education, Volume 123. (Co-author: Richard Correnti)

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Luis Leyva from Vanderbilt University discusses his article, "An intersectional analysis of Latin@ college women's counter-stories in mathematics," published in the Journal of Urban Mathematics Education, Volume 9. http://ed-osprey.gsu.edu/ojs/index.php/JUME/article/view/295/201

Note: Drawing on Gutiérrez (2013), the term Latin@ (which you will hear Luis pronouncing in the episode) decenters the patriarchal nature of the Spanish language that traditionally groups Latin American women and men into a single descriptor Latino, denoting only men. The @ symbol is meant to allow for gender inclusivity.

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