Mathematics Teacher Educator Podcast

In this joint episode of the Mathematics Teacher Educator Podcast and the Teaching Math Teaching podcast, we explore a recent article, titled “So who’s the actual editor?”, from Volume 14, Issue 3 of the Mathematics Teacher Educator journal. This discussion is led by Joel Amidon, Jen Wolfe, and Dusty Jones and article authors/MTE journal editors, Amber Candela, Allyson Hallman-Thrasher, and Rachael Eriksen Brown.

Candela, A. G., Hallman-Thrasher, A., & Brown, R. E. (2026). “So who’s the actual editor?”. Mathematics Teacher Educator, 14*(3), 135-138. * https://doi.org/10.5951/MTE.2026-0011

The Teaching Math Teaching podcast is supported by Amidon Planet.

Special Guests: Allyson Hallman-Thrasher, Amber Candella, and Rachael Brown.

In this episode, we explore a recent article, titled “Empowering Mathematics Teachers to Support Emergent Bilinguals: A Collaborative Approach to Integrating Funds of Knowledge”, from Volume 14, Issue 3 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This episode includes the authors, Jiyeong Yi and Shristi Shrestha. The article was also authored by Jasmine Sourwine.

Yi, J., Sourwine, J., & Shrestha, S. (2026). Empowering Mathematics Teachers to Support Emergent Bilinguals: A Collaborative Approach to Integrating Funds of Knowledge. Mathematics Teacher Educator, 14(3), 151-167. https://doi.org/10.5951/MTE.2025-0010

Mathematics Teacher Educator Writing Tool

The Mathematics Teacher Educator podcast is supported by Amidon Planet.

Special Guests: Jiyeong Yi and Shristi Shrestha.

In this episode, we explore a recent article, titled “Broadening Participation in Mathematics With Equity Analytics (EQUIP-Informed): A Teacher Professional Development Model for Centering Equity”, from Volume 14, Issue 3, of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This episode includes the article author Eva Thanheiser. The article was also authored by Kathryn Roman and Ruth Heaton.

Thanheiser, E., Roman, K., & Heaton, R. (2026). Broadening Participation in Mathematics With Equity Analytics (EQUIP-Informed): A Teacher Professional Development Model for Centering Equity. Mathematics Teacher Educator, 14(3), 139-150. https://doi.org/10.5951/MTE.2025-0001

Eva Thanheiser's Website

EQUIP Tool and Video Introduction

Teaching Math Teaching Episode 32: Niral Shah & Daniel Reinholz: Observing Participation and Recognizing Equity

Thanheiser, E., Robinson, M. L., Han, S. B., Sugimoto, A., Koestler, C., & Felton-Koestler, M. (2025). Data Reasoning About Ourselves and Others. Mathematics Teacher: Learning and Teaching PK-12, 118(10), 750-759.

Mathematics Teacher Educator Writing Tool

The Mathematics Teacher Educator podcast is supported by Amidon Planet.

In this episode, we explore a recent article, titled “Critically Conscious Mathematics Leaders: Fostering Specialists’ Learning and Transformative Leadership”, from Volume 14, Issue 3 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This episode includes the article authors, Katherine Comey Edwards and Courtney K. Baker.

Edwards, K. C., & Baker, C. K. (2026). Critically Conscious Mathematics Leaders: Fostering Specialists’ Learning and Transformative Leadership. Mathematics Teacher Educator, 14(3), 168-180. https://doi.org/10.5951/MTE.2025-0037

Mathematics Teacher Educator Writing Tool

The Mathematics Teacher Educator podcast is supported by Amidon Planet.

Special Guests: Courtney Baker and Katherine Comey Edwards.

In this episode, we explore a recent article, titled “Preservice Teachers’ Evolving Knowledge Around Technology for Teaching Mathematics”, from Volume 14, Issue 2 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This discussion is led by Joel Amidon and article authors, Kelly Navas and Karina Hensberry.

Navas, K., & Hensberry, K. K. R. (2026). Preservice Teachers’ Evolving Knowledge Around Technology for Teaching Mathematics. Mathematics Teacher Educator, 14(2), 102-120. Retrieved Jun 1, 2026, from https://doi.org/10.5951/MTE.2024-0039

PhET Interactive Simulations

Mathematics Teacher Educator Writing Tool

The Mathematics Teacher Educator podcast is supported by Amidon Planet.

Special Guests: Karina Hensberry and Kelly Navas.

In this episode, we explore a recent article, titled “Adapting Messages and Materials for Multiple Communities: Using Teacher Recruitment Materials With Integrity”, from Volume 14, Issue 2 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This discussion is led by Joel Amidon and article authors, Jean Lee, Gary Martin, and Glenn Waddell. The article was also authored by Amy Roth McDuffie.

Lee, J. S., Martin, W. G., Waddell, Jr., G., & McDuffie, A. R. (2026). Adapting Messages and Materials for Multiple Communities: Using Teacher Recruitment Materials With Integrity. Mathematics Teacher Educator, 14(2), 72-85. Retrieved Apr 28, 2026, from https://doi-org.umiss.idm.oclc.org/10.5951/MTE.2023-0056

Get the Facts Out

AMTE Get the Facts Out Task Force

Mathematics Teacher Education Partnership

Mathematics Teacher Educator Writing Tool

The Mathematics Teacher Educator podcast is supported by Amidon Planet.

Special Guests: Glenn Waddell, Jean Lee, and W. Gary Martin.

In this episode, we explore a recent article, titled “Engaging in Equity-Oriented Mathematics Teaching Together: A Tool to Support Mentor and Teacher Candidate Learning”, from Volume 14, Issue 2 of the Mathematics Teacher Educator journal. In this discussion we will focus on the problem addressed in the article, the work behind it, and what it means for practice. This discussion includeds article authors, Taylor Stafford, Heather Fink, and Melinda Knapp . The article was also authored by Ruth Heaton and Torrey Kulow.

Stafford, T. E., Fink, H., Knapp, M., Heaton, R., & Kulow, T. (2026). Engaging in Equity-Oriented Mathematics Teaching Together: A Tool to Support Mentor and Teacher Candidate Learning. Mathematics Teacher Educator, 14(2), 121-134. Retrieved Apr 6, 2026, from https://doi-org.umiss.idm.oclc.org/10.5951/MTE.2025-0024

Project website: https://colearnemt.org

Mathematics Teacher Educator Writing Tool

The Mathematics Teacher Educator podcast is supported by Amidon Planet.

Special Guests: Heather Fink, Melinda Knapp, and Taylor Stafford.

This article details the development of design principles to support teachers in planning for a Community-Based Mathematical Modeling task with a focus on social justice in the elementary grades. By reflecting on the dilemmas we encountered in the design and enactment of the tasks, we developed five design principles that allowed us to address issues of social justice as well as attend to powerful mathematical ideas to bring awareness and take action around a local problem. Through our article, we hope to share with mathematics teacher educators

Special Guests: Holly Nicole Tate and Jennifer Suh.

The authors began this work with the understandings that (a) there is no “neutral” when it comes to the teaching of mathematics, and (b) mathematics teacher educators need to do something to help produce teachers of mathematics that develop students’ relationships with mathematics and push against the inequities that exist both within and outside of the classrooms in which they will teach. In response, the authors created, deployed, and studied a learning module in an attempt to enact antiracist mathematics teacher education. The learning module activities, the findings about the learning from the prospective teachers who engaged in the module, and messages for mathematics teacher educators who want to engage in this work are shared.

Special Guests: Anne Marie Marshall, Joel Amidon, and Rebecca E. Smith.

We introduce a teacher learning practice called EQUIP-ing, which aims to foster sociopolitical noticing by leveraging EQUIP, an equity-oriented classroom observation tool. We detail our iterations of EQUIP-ing to a field-based Number Talk experience in a secondary mathematics methods course with 25 White prospective teachers (PTs). We offer empirical accounts of how EQUIP-ing empowered PTs to connect their teaching practices with racialized and gendered patterns of student participation; as a result, PTs began to reconsider taken-for-granted practices. However, we also found that PTs demonstrated potentially detrimental ways of attributing marginalizing patterns to minoritized students without actionable plans to redress the inequity. We conclude by inviting mathematics teacher educators to apply EQUIP-ing while emphasizing purposeful support for asset-based noticing.

Special Guest: Sunghwan Byun.