Teachers Empowered to Advance CHange in Mathematics (TEACH Math) Grant is a National Science Foundation funded project dedicated to developing a new generation of k-8 mathematics teachers to effectively teach mathematics in culturally, linguistically and socio-economically diverse settings. The project involves a six-institution collaboration: Michigan State University, Queens College, University of Arizona, University of Delaware, University of Washington Tacoma, and Washington State University Tri-Cities. The project seeks to develop and research beginning teachers’ understanding and integration of multiple mathematics knowledge bases that incorporate math content, children’s mathematical thinking, and community/family/cultural funds of knowledge into effective mathematics instruction for K-8 students. Dr. Aguirre is a co-PI of this grant and leads the UWT-TEACH MATH effort in this collaboration.
WEBSITE
BOOKS
Bartell, T.G., Drake, C., Roth McDuffie, A., Aguirre, J.M., Turner, E.E., & Foote, M.Q., (Eds.) (2019). Transforming mathematics teacher education: An equity-based approach. Switzerland AG: Springer.
ARTICLES:
Turner, E., McDuffie, A. R., Sugimoto, A., Aguirre, J., Bartell, T. G., Drake, C., Foote, M.Q., Stoehr, K. & Witters, A. (2019). A study of early career teachers’ practices related to language and language diversity during mathematics instruction. Mathematical Thinking and Learning. 21(1) 1-27.
Land, T.J., Bartell, T.G., Drake, C., Foote, M.Q., Roth McDuffie, A., Turner, E.E., & Aguirre, J.M. (2018) Curriculum spaces for connecting to children’s multiple mathematical knowledge bases, Journal of Curriculum Studies, 1-23.
Turner, E. E., Foote, M. Q., Stoehr, K. J., Roth McDuffie, A., Aguirre, J. M., Bartell, T. G., & Drake, C. (2016). Learning to leverage children’s multiple mathematical knowledge bases in instruction. Journal of Urban Mathematics Education, 9(1), 48-78.
Drake, C., Land, T., Bartell, T. G., Aguirre, J. M., Foote, M. Q., Roth McDuffie, A., & Turner, E. E. (2015). Three strategies for opening curriculum spaces. Teaching Children Mathematics, 21(6), 346-353.
Roth McDuffie, A., Foote, M. Q., Bolson, C., Turner, E. E., Aguirre, J. M., Bartell, T. G., Drake, C., & Land, T. (2014). Using video analysis to support prospective K-8 teachers' noticing of students' multiple mathematical knowledge bases. Journal of Mathematics Teacher Education, 17, 245-270. DOI 10.1007/s10857-013-9257-0.
Roth McDuffie, A., Foote, M.Q., Drake, C., Turner, E. E., Aguirre, J. M., Bartell, T. G., & Bolson, C. (2014). Use of video analysis to support prospective K-8 teachers' noticing of students' equitable practices. Mathematics Teacher Educator, 2(2), 108-140.
Foote, M. Q., Roth McDuffie, A., Turner, E. E., Aguirre, J. M., Bartell, T. G., & Drake, C. (2013). Orientations of prospective teachers towards students' families and communities. Teaching and Teacher Education, 35(126-136).
Aguirre, J.M., Zavala, M. & Katanyoutanant, T. (2012). Developing robust forms of pre-service teachers’ pedagogical content knowledge through culturally responsive mathematics teaching analysis. Mathematics Teacher Education and Development, 14(2), 113-136. http://www.merga.net.au/documents/MTED_14_2_Aguirre_et_al.pdf
Aguirre, J.M., Turner, E.E., Bartell, T., Kalinec-Craig, C., Foote, M.Q., Roth McDuffie, A., & Drake, C. (2012) Making connections in practice: How prospective elementary teachers connect children’s mathematics thinking and community funds of knowledge in mathematics instruction. Journal of Teacher Education, 64(2), 178-192. http://jte.sagepub.com/content/early/2012/12/05/0022487112466900.
Turner, E. E., Drake, C., Roth McDuffie, A., Aguirre, J. M., Bartell, T. G., & Foote, M. Q. (2012). Promoting equity in mathematics teacher preparation: A framework for advancing teacher learning of children’s multiple mathematics knowledge bases. Journal of Mathematics Teacher Education, 15(1), 67-82. doi: 10.1007/s10857-011-9196-6.