Math Ed Podcast

Gloriana Gonzalez from the University of Illinois and Jennifer Eli from the University of Arizona discuss their article, "Prospective and in-service teachers' perspectives on launching a task," published in the Journal of Mathematics Teacher Education.

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Kristen Bieda from Michigan State University discusses the article, "'You are learning well, my dear': Shifts in novice teachers' talk about teaching during their internship", published in the Journal of Teacher Education, Volume 66. (Co-authors: Sela and Chazan)

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The National Council of Teachers of Mathematics have recently launched an initiative to identify several grand challenges facing the field of mathematics education. This special episode collects thoughts from several past guests - Ed Silver, Jeremy Kilpatrick, Megan Franke, Judit Moschkovich, Barbara Reys, and James Tarr - about what they see as important areas for future research.

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Sarah Powell from the University of Texas and Julie Nurnberger-Haag from Michigan State University discuss their article, "Everybody counts, but usually just to 10! A systematic analysis of number representations in children's books," published in Early Education and Development.

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Justin Dimmel from the University of Michigan discusses the article, "The semiotic structure of geometry diagrams: How textbook diagrams convey meaning," published in the Journal for Research in Mathematics Education, Volume 46. (Co-author: Patricio Herbst)

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Jim Hiebert from the University of Delaware received the 2014 Senior Scholar Award (soon to be renamed the Distinguished Scholar Award) from the Special Interest Group on Research in Mathematics Education (SIG-RME) at AERA in Chicago, IL. This special episode features the presentation he delivered at the SIG-RME business meeting in the Chicago Marriot on April 18th, 2015.

Dr. Hiebert received his Ph.D. from the University of Wisconsin, Madison.

Judit Moschkovich from the University of California at Santa Cruz discusses her research career in mathematics education, which focuses on mathematics discourse and English Learners.

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Pat Campbell from the University of Maryland discusses the article, "The relationship between teachers' mathematical content and pedagogical knowledge, teachers' perceptions, and student achievement," published in the Journal for Research in Mathematics Education, Volume 45. (Co-authors: Nishio, Smith, Clark, Conant, Rust, DePiper, Frank, Griffin, Choi)

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Corey Webel from the University of Missouri discusses the article, "The role of professional obligations in working to change one's teaching practices," published in Teaching and Teacher Education, Volume 47 (Co-author: Douglas Platt).

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Nick Wasserman from Teachers College discusses his article, "Mathematics and science teachers' use of and confidence in empirical reasoning: Implications for STEM teacher preparation," published in School Science and Mathematics, Volume 115 (Co-author: Dara Rossi).

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