Erin E. Turner - Academia.edu (original) (raw)

Papers by Erin E. Turner

Research paper thumbnail of Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction

Journal of Urban Mathematics Education

In this article, the authors explore prospective elementary teachers' engagement with and ref... more In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he brought to the mathematics classroom, and then wrote reports that included instructional suggestions as to next steps to further the child's growth in mathematics. The authors' analyses of these reports indicate that there were a variety of ways which prospective teachers made connections to one or more of their child's knowledge bases. In a high percentage of cases, prospective teachers attended to one of these knowledge bases, indicating that they were attending to particularities about their child and developing the dispositions to continue to do so. Implications for research and practice are discussed.

Research paper thumbnail of One teacher’s understandings and practices for real-world connections in mathematics

Recent scholarship in mathematics education has increasingly supported the power of connecting ma... more Recent scholarship in mathematics education has increasingly supported the power of connecting mathematics lessons to students' lived experiences. This case study, drawn from a larger multi-year study, traces the reflections and pedagogical practice of a middle school mathematics teacher who regularly connected her lessons to real-world contexts. We highlight how the teacher connected a fractions lesson to the context of making soup for her family to accomplish several goals including: (1) sharing stories to learn more about students, (2) moving beyond numbers to build understanding, (3) building students' mathematical confidence, and (4) making space for students to connect mathematical ideas. These findings provide insight into how making real-world mathematical connections may impact students' understanding.

Research paper thumbnail of Early career elementary teachers’ practices & perceptions related to language & language learners

There has been limited attention to early career teachers' (ECTs) understandings and practices re... more There has been limited attention to early career teachers' (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe multiple themes that cut across teachers' noticing related to language and language learners, and discuss one theme (i.e., Perspectives on multiple languages) in more detail, including evidence of specific forms of noticing. Implications for teacher education and professional development are discussed.

Research paper thumbnail of Early Career Elementary Mathematics Teachers' Noticing Related to Language and Language Learners

International Group for the Psychology of Mathematics Education, 2016

There has been limited attention to early career teachers’ (ECTs) understandings and practices re... more There has been limited attention to early career teachers’ (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe multiple themes that cut across teachers’ noticing related to language and language learners, and discuss one theme (i.e., Perspectives on multiple languages) in more detail, including evidence of specific forms of noticing. Implications for teacher education and professional development are discussed.

Research paper thumbnail of Research, Reflection, and Practice: Posing Problems to Develop Conceptual Understanding: Two Teachers Make Sense of Division of Fractions

Teaching Children Mathematics, 2005

Several scholars (e.g., Brown and Walter 1990; English 1997; Silver 1994) have highlighted the be... more Several scholars (e.g., Brown and Walter 1990; English 1997; Silver 1994) have highlighted the benefits of students posing mathematical problems (for example, students become better problem solvers). Posing mathematical problems can also help teachers develop their own mathematical knowledge and understanding. Teachers who learned mathematics mostly as “rules without reasons” now must learn how to teach for conceptual understanding. This article describes how two teachers, Elizabeth and Carolyn, posed problems to develop their own conceptual understanding of division of fractions in terms that would also be meaningful for their students. Each teacher taught a combined fourth-fifth grade in an urban school. The problems that the teachers posed and solved were collected during an initial session and from the draft of an article they wrote. Additional insights and information were obtained from interviews.

Research paper thumbnail of Math Club Problem Posing

Teaching Children Mathematics, 2009

An after-school mathematics program for Latino students focuses on field trips to explore the mat... more An after-school mathematics program for Latino students focuses on field trips to explore the mathematical practices of the community's businesses.

Research paper thumbnail of Curriculum spaces for connecting to children’s multiple mathematical knowledge bases

Journal of Curriculum Studies, 2018

Elementary mathematics curriculum materials can serve as a lever for instructional change. In thi... more Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children's multiple mathematical knowledge bases (MMKB), including children's mathematical thinking and children's home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children's MMKB in instruction may be to scaffold teachers' noticing of potential spaces in elementary mathematics curriculum materials for connecting to children's MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children's MMKB.

Research paper thumbnail of Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task

Mathematics Teacher Educator, 2019

Two major challenges in mathematics teacher education are developing teacher understanding of (a)... more Two major challenges in mathematics teacher education are developing teacher understanding of (a) culturally responsive, social justice–oriented mathematics pedagogies and (b) mathematical modeling as a content and practice standard of mathematics. Although these challenges may seem disparate, the innovation described in this article is designed to address both challenges in synergistic ways. The innovation focuses on a mathematical modeling task related to the ongoing water crisis in Flint, Michigan. Through qualitative analysis of instructor field notes, teachergenerated mathematical models, and teacher survey responses, we found that teachers who participated in the Flint Water Task (FWT) engaged in mathematical modeling and critical discussions about social and environmental justice. The evidence suggests that integrating these 2 foci–by using mathematical modeling to investigate and analyze important social justice issues–can be a high-leverage practice for mathematics teacher ...

Research paper thumbnail of A study of early career teachers’ practices related to language and language diversity during mathematics instruction

Mathematical Thinking and Learning, 2019

The role of language in mathematics teaching and learning is increasingly highlighted by standard... more The role of language in mathematics teaching and learning is increasingly highlighted by standards and reform movements in the US. However, little is known about teachers', and especially early career teachers' (ECTs) practices and understandings related to language in mathematics instruction. This multiple case study explored the language-related understandings and practices of six ECTs in diverse elementary classrooms. Using iterative cycles of analysis, we found that all ECTs regularly attended to students' mathematical vocabulary use and development. Yet, there was variability in ECTs' focus on how to teach mathematical vocabulary, expectations for students' precise use of mathematical terminology, and the use of multiple languages during instruction. These findings indicate that ECTs need more targeted support during teacher preparation and early career teaching in order to better support all students' language development in the mathematics classroom. Rationale In recent years, a range of mathematics education reforms and standards initiatives in the United States and internationally have drawn increasing attention to the role of language in teaching

Research paper thumbnail of Cultural and linguistic resources to promote problem solving and mathematical discourse among Hispanic kindergarten students

Research paper thumbnail of Three Strategies for Opening Curriculum Spaces

Teaching Children Mathematics, 2015

Make these small adjustments to your syllabus and watch spaces open to connect to children's ... more Make these small adjustments to your syllabus and watch spaces open to connect to children's multiple mathematical knowledge bases.

Research paper thumbnail of “This project opened my eyes”: Pre-service elementary teachers learning to connect school, community and mathematics

Research paper thumbnail of Use of Video Analysis to Support Prospective K-8 Teachers' Noticing of Equitable Practices

Mathematics Teacher Educator, 2014

Mathematics teacher educators (MTEs) designed and studied a video analysis activity intended to s... more Mathematics teacher educators (MTEs) designed and studied a video analysis activity intended to support prospective teachers (PSTs) in learning to notice equitable instructional practices. PSTs from 4 sites (N= 73) engaged in the activity 4 to 5 times during the semester, using a set of 4 “lenses” to analyze teaching and learning as shown in videos. In an earlier analysis of this activity, we found that PSTs increased their depth and expanded their foci in noticing equitable instructional practices (Roth McDuf_ e et al., 2013). In this analysis, we shift the focus to our work as MTEs: We examine our decisions and moves in facilitating the video analysis activity with a focus on equity, and we discuss implications for other MTEs.

Research paper thumbnail of Exploring Rate of Change through Technology with Elementary Students

The purpose of this study was to investigate students developing understanding of concepts relate... more The purpose of this study was to investigate students developing understanding of concepts related to rate of change. Twenty students first participated in a rate of change curriculum unit as part of an after school math and technology program. During the unit, students used motion detectors and related graphing software to create and analyze graphs of changing positions and velocities. They then explored change in a banking

Research paper thumbnail of Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn

Journal of Latinos and Education, 2011

Research paper thumbnail of Becoming an Expert

Empowering Science and Mathematics Education in Urban Schools

Research paper thumbnail of Empowering Teaching and Learning in Math and Science Education

Empowering Science and Mathematics Education in Urban Schools

Research paper thumbnail of Inclined Planes and Motion Detectors: A Study of Acceleration

School Science and Mathematics, 2001

Research paper thumbnail of “Everything is Math in the Whole World”: Integrating Critical and Community Knowledge in Authentic Mathematical Investigations with Elementary Latina/o Students

Mathematical Thinking and Learning, 2009

Research paper thumbnail of Making Connections in Practice

Journal of Teacher Education, 2012

This study examines the ways prospective elementary teachers (PSTs) made connections to children’... more This study examines the ways prospective elementary teachers (PSTs) made connections to children’s mathematical thinking and children’s community funds of knowledge in mathematics lesson plans. We analyzed the work of 70 PSTs from across three university sites associated with an instructional module for elementary mathematics methods courses that asks PSTs to visit community settings and develop problem solving mathematics lessons that connect to mathematical practices in these settings (Community Mathematics Exploration Module). Using analytic induction, we identified three distinct levels of connections to children’s mathematical thinking and their community funds of knowledge evidenced in PSTs’ work (emergent, transitional, and meaningful). Findings describe how these connections reflected different points on a learning trajectory. This study has implications for understanding how PSTs begin to connect to children’s mathematical funds of knowledge in their teaching, a practice sh...

Research paper thumbnail of Learning to Leverage Children's Multiple Mathematical Knowledge Bases in Mathematics Instruction

Journal of Urban Mathematics Education

In this article, the authors explore prospective elementary teachers' engagement with and ref... more In this article, the authors explore prospective elementary teachers' engagement with and reflection on activities they conducted to learn about a single child from their practicum classroom. Through these activities, prospective teachers learned about their child's mathematical thinking and the interests, competencies, and resources she or he brought to the mathematics classroom, and then wrote reports that included instructional suggestions as to next steps to further the child's growth in mathematics. The authors' analyses of these reports indicate that there were a variety of ways which prospective teachers made connections to one or more of their child's knowledge bases. In a high percentage of cases, prospective teachers attended to one of these knowledge bases, indicating that they were attending to particularities about their child and developing the dispositions to continue to do so. Implications for research and practice are discussed.

Research paper thumbnail of One teacher’s understandings and practices for real-world connections in mathematics

Recent scholarship in mathematics education has increasingly supported the power of connecting ma... more Recent scholarship in mathematics education has increasingly supported the power of connecting mathematics lessons to students' lived experiences. This case study, drawn from a larger multi-year study, traces the reflections and pedagogical practice of a middle school mathematics teacher who regularly connected her lessons to real-world contexts. We highlight how the teacher connected a fractions lesson to the context of making soup for her family to accomplish several goals including: (1) sharing stories to learn more about students, (2) moving beyond numbers to build understanding, (3) building students' mathematical confidence, and (4) making space for students to connect mathematical ideas. These findings provide insight into how making real-world mathematical connections may impact students' understanding.

Research paper thumbnail of Early career elementary teachers’ practices & perceptions related to language & language learners

There has been limited attention to early career teachers' (ECTs) understandings and practices re... more There has been limited attention to early career teachers' (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe multiple themes that cut across teachers' noticing related to language and language learners, and discuss one theme (i.e., Perspectives on multiple languages) in more detail, including evidence of specific forms of noticing. Implications for teacher education and professional development are discussed.

Research paper thumbnail of Early Career Elementary Mathematics Teachers' Noticing Related to Language and Language Learners

International Group for the Psychology of Mathematics Education, 2016

There has been limited attention to early career teachers’ (ECTs) understandings and practices re... more There has been limited attention to early career teachers’ (ECTs) understandings and practices related to language in teaching and learning mathematics. In this qualitative case study, we drew upon frameworks for teacher noticing to study the language practices of six early career elementary and middle school mathematics teachers. We describe multiple themes that cut across teachers’ noticing related to language and language learners, and discuss one theme (i.e., Perspectives on multiple languages) in more detail, including evidence of specific forms of noticing. Implications for teacher education and professional development are discussed.

Research paper thumbnail of Research, Reflection, and Practice: Posing Problems to Develop Conceptual Understanding: Two Teachers Make Sense of Division of Fractions

Teaching Children Mathematics, 2005

Several scholars (e.g., Brown and Walter 1990; English 1997; Silver 1994) have highlighted the be... more Several scholars (e.g., Brown and Walter 1990; English 1997; Silver 1994) have highlighted the benefits of students posing mathematical problems (for example, students become better problem solvers). Posing mathematical problems can also help teachers develop their own mathematical knowledge and understanding. Teachers who learned mathematics mostly as “rules without reasons” now must learn how to teach for conceptual understanding. This article describes how two teachers, Elizabeth and Carolyn, posed problems to develop their own conceptual understanding of division of fractions in terms that would also be meaningful for their students. Each teacher taught a combined fourth-fifth grade in an urban school. The problems that the teachers posed and solved were collected during an initial session and from the draft of an article they wrote. Additional insights and information were obtained from interviews.

Research paper thumbnail of Math Club Problem Posing

Teaching Children Mathematics, 2009

An after-school mathematics program for Latino students focuses on field trips to explore the mat... more An after-school mathematics program for Latino students focuses on field trips to explore the mathematical practices of the community's businesses.

Research paper thumbnail of Curriculum spaces for connecting to children’s multiple mathematical knowledge bases

Journal of Curriculum Studies, 2018

Elementary mathematics curriculum materials can serve as a lever for instructional change. In thi... more Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children's multiple mathematical knowledge bases (MMKB), including children's mathematical thinking and children's home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children's MMKB in instruction may be to scaffold teachers' noticing of potential spaces in elementary mathematics curriculum materials for connecting to children's MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children's MMKB.

Research paper thumbnail of Engaging Teachers in the Powerful Combination of Mathematical Modeling and Social Justice: The Flint Water Task

Mathematics Teacher Educator, 2019

Two major challenges in mathematics teacher education are developing teacher understanding of (a)... more Two major challenges in mathematics teacher education are developing teacher understanding of (a) culturally responsive, social justice–oriented mathematics pedagogies and (b) mathematical modeling as a content and practice standard of mathematics. Although these challenges may seem disparate, the innovation described in this article is designed to address both challenges in synergistic ways. The innovation focuses on a mathematical modeling task related to the ongoing water crisis in Flint, Michigan. Through qualitative analysis of instructor field notes, teachergenerated mathematical models, and teacher survey responses, we found that teachers who participated in the Flint Water Task (FWT) engaged in mathematical modeling and critical discussions about social and environmental justice. The evidence suggests that integrating these 2 foci–by using mathematical modeling to investigate and analyze important social justice issues–can be a high-leverage practice for mathematics teacher ...

Research paper thumbnail of A study of early career teachers’ practices related to language and language diversity during mathematics instruction

Mathematical Thinking and Learning, 2019

The role of language in mathematics teaching and learning is increasingly highlighted by standard... more The role of language in mathematics teaching and learning is increasingly highlighted by standards and reform movements in the US. However, little is known about teachers', and especially early career teachers' (ECTs) practices and understandings related to language in mathematics instruction. This multiple case study explored the language-related understandings and practices of six ECTs in diverse elementary classrooms. Using iterative cycles of analysis, we found that all ECTs regularly attended to students' mathematical vocabulary use and development. Yet, there was variability in ECTs' focus on how to teach mathematical vocabulary, expectations for students' precise use of mathematical terminology, and the use of multiple languages during instruction. These findings indicate that ECTs need more targeted support during teacher preparation and early career teaching in order to better support all students' language development in the mathematics classroom. Rationale In recent years, a range of mathematics education reforms and standards initiatives in the United States and internationally have drawn increasing attention to the role of language in teaching

Research paper thumbnail of Cultural and linguistic resources to promote problem solving and mathematical discourse among Hispanic kindergarten students

Research paper thumbnail of Three Strategies for Opening Curriculum Spaces

Teaching Children Mathematics, 2015

Make these small adjustments to your syllabus and watch spaces open to connect to children's ... more Make these small adjustments to your syllabus and watch spaces open to connect to children's multiple mathematical knowledge bases.

Research paper thumbnail of “This project opened my eyes”: Pre-service elementary teachers learning to connect school, community and mathematics

Research paper thumbnail of Use of Video Analysis to Support Prospective K-8 Teachers' Noticing of Equitable Practices

Mathematics Teacher Educator, 2014

Mathematics teacher educators (MTEs) designed and studied a video analysis activity intended to s... more Mathematics teacher educators (MTEs) designed and studied a video analysis activity intended to support prospective teachers (PSTs) in learning to notice equitable instructional practices. PSTs from 4 sites (N= 73) engaged in the activity 4 to 5 times during the semester, using a set of 4 “lenses” to analyze teaching and learning as shown in videos. In an earlier analysis of this activity, we found that PSTs increased their depth and expanded their foci in noticing equitable instructional practices (Roth McDuf_ e et al., 2013). In this analysis, we shift the focus to our work as MTEs: We examine our decisions and moves in facilitating the video analysis activity with a focus on equity, and we discuss implications for other MTEs.

Research paper thumbnail of Exploring Rate of Change through Technology with Elementary Students

The purpose of this study was to investigate students developing understanding of concepts relate... more The purpose of this study was to investigate students developing understanding of concepts related to rate of change. Twenty students first participated in a rate of change curriculum unit as part of an after school math and technology program. During the unit, students used motion detectors and related graphing software to create and analyze graphs of changing positions and velocities. They then explored change in a banking

Research paper thumbnail of Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn

Journal of Latinos and Education, 2011

Research paper thumbnail of Becoming an Expert

Empowering Science and Mathematics Education in Urban Schools

Research paper thumbnail of Empowering Teaching and Learning in Math and Science Education

Empowering Science and Mathematics Education in Urban Schools

Research paper thumbnail of Inclined Planes and Motion Detectors: A Study of Acceleration

School Science and Mathematics, 2001

Research paper thumbnail of “Everything is Math in the Whole World”: Integrating Critical and Community Knowledge in Authentic Mathematical Investigations with Elementary Latina/o Students

Mathematical Thinking and Learning, 2009

Research paper thumbnail of Making Connections in Practice

Journal of Teacher Education, 2012

This study examines the ways prospective elementary teachers (PSTs) made connections to children’... more This study examines the ways prospective elementary teachers (PSTs) made connections to children’s mathematical thinking and children’s community funds of knowledge in mathematics lesson plans. We analyzed the work of 70 PSTs from across three university sites associated with an instructional module for elementary mathematics methods courses that asks PSTs to visit community settings and develop problem solving mathematics lessons that connect to mathematical practices in these settings (Community Mathematics Exploration Module). Using analytic induction, we identified three distinct levels of connections to children’s mathematical thinking and their community funds of knowledge evidenced in PSTs’ work (emergent, transitional, and meaningful). Findings describe how these connections reflected different points on a learning trajectory. This study has implications for understanding how PSTs begin to connect to children’s mathematical funds of knowledge in their teaching, a practice sh...