Promoting Equity in Approximations of Practice for Mathematics Teachers

• #1. Number Talks Instructional Tools for Approximations of Practice
• #2. Approximations of Practice of Mathematics Language Routines and Multilingual Learner Core Practices: A Focus on a Secondary Mathematics Methods Course
• #3. Instructional Design Features of Non-Digital Simulation Tasks
• #4. Embedded Tutoring Experience in a Math Methods Class to Support Equitable Teaching
• #5. Equity and Access in a Virtual Field Experience: A Story and a Conversation
• #6. A Culturally Responsive Framework for Critically Examining Priorities in Approximations of Practice
• #7. Making Equity Considerations Explicit With Mathematics Discussion Approximations: Reflecting on Attempts and Challenges
• #8. Simulating Equitable Discussions Using Practice-Based Teacher Education in Math Professional Learning
• #9. An Investigation of Gender Biases in Teacher-Student Interaction in Mathematics Lessons Within a Virtual Teaching Simulator
• #10. Using Mixed Reality Simulations to Surface Equitable Teaching Practices Among Pre-Service Teachers
• #11. Orienting to Student Sense-Making: Using Simulations to Support the Development of Equitable Mathematics Teaching
• #12. Leveraging a Strengths-Based Approach to Approximate Student Feedback for Future Elementary Mathematics Teachers
• #13. Using an Online Microteaching Model to Develop Equity Strategies: Reflecting, Noticing, and Engaging in Community
• #14. Designing and Debriefing Approximations for Novice Mathematics Teachers as a Navigation of the In-Between
• #15. Using Cases to Approximate the Cognitive Processes of Equitable Decision-Making Through Teacher Noticing
• #16. Cycles of Approximations of Practice Methodically Developing Mathematical Knowledge for Teaching: IDEAL Conceptual Framework
• #17. Editorial Insights: Reflections on the Volume and Charge to the Field

Carrie Wilkerson Lee , PhD, a seasoned educator with a passion for mathematics, brings her unique perspective to the role of book editor. After a successful career as an upper elementary teacher from 2006 to 2012, Dr. Lee was driven by a desire to empower teachers and foster a love for mathematics and is currently an Associate Professor of Mathematics Education in the Mathematics, Science, and Instructional Technology Education (MSITE) Department at East Carolina University. Her research delves into innovative teaching methods, including rehearsals within virtual and non-virtual simulations and the creative use of tasks. Dr. Lee's commitment to excellence is evident in her contributions as a journal reviewer, culminating in the prestigious 2022 Mathematics Teacher Educator Outstanding Reviewer Award. Beyond her academic pursuits, Dr. Lee actively engages with the mathematics education community through PMENA working groups and AMTE community circles. Her dedication to promoting the invaluable work surrounding approximations led her to undertake this current editing project, bringing together a wealth of expertise and insights to the field.

Liza (Cope) Bondurant , PhD, began her career in 2005 as a 7-12 math teacher in upstate New York and is currently an Associate Professor at Mississippi State University. Liza’s research focuses on bridging the gap between theory and practice to rehumanize math experiences for marginalized students. She uses an equity-focused lens to study pedagogies of practice, noticing, embodied cognition, and math action technology. She was a PI on two consecutive $1.2M Department of Education Math Science Partnership grants (2013-2018) and has been a and co-investigator and participant on several NSF-funded projects. She has over forty peer-reviewed publications and has written and edited K-20 mathematics curriculum materials. Liza is currently a Department Editor for the NCTM MTLT journal and serves on the Advocacy Committee for AMTE. She was selected as the 2020 College Teacher of the Year by MCTM and has served as the President of MAMTE. Liza enjoys outdoor activities and craft projects.

Bima Sapkota is an assistant professor of mathematics education in the School of Mathematical and Statistical Sciences at the University of Texas Rio Grande Valley. She completed her Ph.D. in Curriculum and Instruction with a focus on Mathematics Education at Purdue University. Dr. Sapkota teaches mathematics methods and content courses for elementary and secondary pre-service teachers, as well as research methods, a social justice-focused course, and a history of mathematics course. As an instructor of elementary mathematics content and methods courses, she has designed and implemented practice-based syllabi and activities for pre-service teachers (PSTs). Her current research focuses primarily on elementary and secondary teacher preparation in the areas of mathematical knowledge for teaching (MKT), curricular decisions, the use of technology, and practice-based approaches. Her long-term career goal is to incorporate practice-based approaches in teacher preparation to optimize PSTs' opportunities to contextualize content knowledge for teaching and create equitable learning opportunities for diverse learners.

Heather Howell is a Research Scientist in Foundational Research, and has been at ETS since 2011. Her research focus includes the study of teacher content knowledge for teaching, and the study of teacher learning of educational practices such as discussion and argumentation. Heather holds a MS in Mathematics, a MA in Mathematics Education and a PhD in Teaching and Learning with specialization in Mathematics Education from New York University. Previously, she taught mathematics in grades 9-12 and at the undergraduate level, mathematics teaching methods, and mentored mathematics teachers in grade 6-12 in New York City. She has led or co-led numerous NSF-funded grants, predominantly focused on the use of digital simulations to support teacher learning.