Mary Q Foote
Biographic Data
| ID | 1603816 |
|---|---|
| NAME | Mary Q Foote |
| GIVEN NAMES | Mary Q |
| FAMILY NAME | Foote |
| SIGNATURE | FOOTE M Q |
| AFFILIATIONS | Queens College, CUNY |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 3 |
Orientations of prospective teachers toward students' family and community
Locating Praxis for Equity in Mathematics: Lessons From and for Professional Development
In this article, the authors report on a study that contributes to a growing body of literature that considers professional development (PD) focused on mathematics and equity. The authors examined how lived experiences provide a foundation for the ways teachers take up equity in their mathematics teaching practice. The constructs of praxis and figured worlds are used to frame the study. In particular, teachers' identities in the figured worlds of…
Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
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…
I Have a Solution to Share: Learning Through Equitable Participation in a Mathematics Classroom
Are We Supporting Teacher Success: Insights From an Alternative Route Mathematics Teacher Certification Program for Urban Public Schools
In this article we examine induction policies and practices for new alternatively certified mathematics teachers in the country’s largest urban school district, New York City. Our focus is on the support system for such teachers as it is legislated and as it is enacted. This includes the induction and general supports (e.g., mentoring, coaching, networks) that are available to mathematics teachers in the New York City Teaching Fellows Program (NY…
Mathematics Teaching and Learning in K-12
The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked question
Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
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…
Are We Supporting Teacher Success: Insights From an Alternative Route Mathematics Teacher Certification Program for Urban Public Schools
In this article we examine induction policies and practices for new alternatively certified mathematics teachers in the country’s largest urban school district, New York City. Our focus is on the support system for such teachers as it is legislated and as it is enacted. This includes the induction and general supports (e.g., mentoring, coaching, networks) that are available to mathematics teachers in the New York City Teaching Fellows Program (NY…
Orientations of prospective teachers toward students' family and community
Locating Praxis for Equity in Mathematics: Lessons From and for Professional Development
In this article, the authors report on a study that contributes to a growing body of literature that considers professional development (PD) focused on mathematics and equity. The authors examined how lived experiences provide a foundation for the ways teachers take up equity in their mathematics teaching practice. The constructs of praxis and figured worlds are used to frame the study. In particular, teachers' identities in the figured worlds of…
Mathematics Teaching and Learning in K-12
The continuing gap in achievement between traditionally underserved students (students of color, English learners, and poor children) and their middle-class white peers, however, has provoked question
I Have a Solution to Share: Learning Through Equitable Participation in a Mathematics Classroom
Are We Supporting Teacher Success: Insights From an Alternative Route Mathematics Teacher Certification Program for Urban Public Schools
In this article we examine induction policies and practices for new alternatively certified mathematics teachers in the country’s largest urban school district, New York City. Our focus is on the support system for such teachers as it is legislated and as it is enacted. This includes the induction and general supports (e.g., mentoring, coaching, networks) that are available to mathematics teachers in the New York City Teaching Fellows Program (NY…
Orientations of prospective teachers toward students' family and community
Locating Praxis for Equity in Mathematics: Lessons From and for Professional Development
In this article, the authors report on a study that contributes to a growing body of literature that considers professional development (PD) focused on mathematics and equity. The authors examined how lived experiences provide a foundation for the ways teachers take up equity in their mathematics teaching practice. The constructs of praxis and figured worlds are used to frame the study. In particular, teachers' identities in the figured worlds of…
Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
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…
Mathematics education (6 works) · Pedagogy (5 works) · Psychology (5 works) · Teacher Education and Leadership Studies (4 works) · Education and Technology Integration (3 works) · Mathematics Education and Teaching Techniques (3 works) · Political science (3 works) · Teacher education (3 works) · Computer Science (2 works) · Alternative teacher certification (1 works)