Erin E Turner

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Scholarly Contributions

Books

• Eli, J. A., Wood, M. B., Civil, M., Turner, E. E., Turner, E. E., Civil, M., Wood, M. B., Eli, J. A., Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (2016). Proceedings of the 38th Annual North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: The University of Arizona.
• Civil, M., & Turner, E. E. (2014). Common Core Standards in Mathematics for English Learners. TESOL Press.
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  The CCSS have been adopted by most states in the country and we as mathematics educators must attend to this widespread adoption and implementation. This book addresses the gap reflected in the statement, "it is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners." This collection of pedagogical practices supports ELLs with the content and language demands of the CCSSM. Each chapter highlights, via detailed classroom-based vignettes, specific pedagogical practices that teachers can use to support ELLs with the Standards for Mathematical Practices, and each concludes with questions for reflection and suggestions for action plans.
• Tan, E., Calabrese Barton, A., Turner, E. E., & Varley Gutierrez, M. (2012). Empowering Mathematics and Science Education in Urban Schools. University of Chicago Press.
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  ath and science hold powerful places in contemporary society, setting the foundations for entry into some of the most robust and highest-paying industries. However, effective math and science education is not equally available to all students, with some of the poorest students—those who would benefit most—going egregiously underserved. This ongoing problem with education highlights one of the core causes of the widening class gap. They argue that teachers and schools should create hybrid third spaces—neither classroom nor home—in which underserved students can merge their personal worlds with those of math and science. A host of examples buttress this argument: schools where these spaces have been instituted now provide students not only an immediate motivation to engage the subjects most critical to their future livelihoods but also the broader math and science literacy necessary for robust societal engagement. A unique look at a frustratingly understudied subject, Empowering Science and Mathematics Education pushes beyond the idea of teaching for social justice and into larger questions of how and why students participate in math and science.

Chapters

• Civil, M., & Turner, E. E. (2014). Introduction to Common Core Standards in Mathematics for English Learners. In The CCSS in Mathematics for English Language Learners(p. 5). TESOL Press.
• Turner, E. E., Aguirre, J., Bartell, T. G., Drake, C., Foote, M. Q., & Roth McDuffie, A. (2014). Making meaningful connections with mathematics and the community: Lessons from prospective teachers. In TODOS Research Monograph 3: Embracing resources of children, families, communites and cultures in mathematics learning(pp 30-49).
• Bartell, T. G., Foote, M. Q., Drake, C., Roth McDuffie, A., Turner, E. E., & Aguirre, J. (2013). Developing highly qualified teachers of Black children: (Re)orienting thinking in an elementary mathematics methods course.. In Beyond the numbers and toward new discourse: The brilliance of Black children in mathematics.. Information Age Publishers.
• Turner, E. E., Gutierrez, R., & Varley Gutierrez, M. (2013). This project opened my eyes: Preservice teachers learning to connect school, community and mathematics.. In Mathematics Teacher Education in the Public Interest: Equity and Social Justice(p. 29). Information Age Publishers.
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  Mathematics teacher education has a critical role to play in preparing teachers to put at center stage goals to support equity in mathematics education and to diversify student interest and participation in mathematics. These goals must also resonate with broader public interest goals to improve educational and social conditions both in the U.S. and abroad. The Mathematics Teacher Education in the Public Interest book aims to support mathematics teacher educators to prepare teachers with new knowledge and skills to support all students to learn mathematics and to become informed, engaged, and critical citizens within their community, nation, and world. While internationally there is considerable interest among mathematics educators in issues of equity and social justice, the literature on mathematics teacher education for equity and social justice thus far has been very limited.The book provides theoretical discussions on the need for equity and social justice emphases in mathematics teacher education, as well as practical examples from mathematics teacher educators, documenting their own professional efforts to center practices on equity and social justice. Section emphases include critical perspectives on mathematics teacher education, the use of equity and social justice-themed activities in mathematics teacher preparation courses, and issues of identity and community and cultural contexts in mathematics teacher education. In addition syntheses of major ideas of the book are offered by experienced researchers.
• Aguirre, J., Turner, E. E., Bartell, T. G., Drake, C., Foote, M. Q., & Roth McDuffie, A. (2012). Analyzing effective mathematics lessons for English learners: A multiple mathematical lens approach.. In Beyond good teaching: Advancing Mathematics Education for ELLs(p. 15). National Council of Teachers of Mathematics.
• Celedón-Pattichis, S., & Turner, E. E. (2012). Case 1: Using storytelling to pose word problems in kindergarten ESL and bilingual classrooms.. In Beyond good teaching: Advancing mathematics education for ELLs(p. 9). National Council of Teachers of Mathematics.
• Turner, E. E. (2012). Critical Mathematical Agency in the Overcrowding at Francis Middle School Project.. In Empowering Science and Mathematics Education in Urban Schools(p. 25). University of Chicago Press.

Journals/Publications

• Roth McDuffie, A., Foote, M. Q., Turner, E. E., Anhalt, C. O., & Aguirre, J. M. (2020). Engaging children’s mathematical knowledge bases with math modeling tasks in elementary classrooms. Quaderni di Ricerca in Didattica (Mathematics), 7, 463-472.
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  Aguirre, J.M., Anhalt, C.O., Turner, E.E., Foote, M.Q., & Roth McDuffie, A. (2020) Engaging children’s mathematical knowledge bases with math modeling tasks in elementary classrooms. Quaderni di Ricerca in Didattica (Mathematics). 7, 463-472. http://math.unipa.it/%7Egrim/quaderno_2020_numspec_7.htm
• Stoehr, K. J., Sugimoto, A. T., & Turner, E. E. (2017).

  A Case Study of Dilemmas Encountered When Connecting Middle School Mathematics Instruction to Relevant Real World Examples.

  . The Middle Grades Research Journal, 11(2), 61-82.
• Turner, E. E., Sugimoto, A. T., Stoehr, K. J., & Erica, K. (2016). Creating Inequalities from Real-World Experiences. Mathematics Teaching in the Middle School.
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  This manuscript is a co-authored paper reporting on the mathematics teaching practice of an early career teacher in our Teach Math research project. We collaborated with the classroom teacher (Erica Kurz) as a co-author on the paper.
• Drake, C., Land, T., Bartell, T. G., Aguirre, J., Foote, M., Roth McDuffie, A., & Turner, E. E. (2015). Three Strategies for Opening Curriculum Spaces: Building on Children’s Multiple Mathematical Knowledge Bases While Using Curriculum Materials. Teaching Children Mathematics.
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  In this article, we present three strategies for opening spaces in curriculum materials to connect to children’s multiple mathematical knowledge bases. These strategies include re-arranging the components of the lesson, adapting tasks to provide multiple number choices and/or multiple representations, and making authentic connections to children’s lives and experiences.
• Turner, E. E., & Drake, C. (2015). A review of research on prospective teachers’ learning about children’s mathematical thinking and cultural funds of knowledge. Journal of Teacher Education.
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  Researchers have studied the preparation of elementary teachers to teach mathematics to students from diverse racial, ethnic, and linguistic backgrounds by focusing either on teachers’ learning about children’s mathematical thinking (CMT) or, less frequently, about children’s cultural funds of knowledge related to mathematics (CFoK). Despite this important work, elementary teachers continue to be underprepared to teach mathematics effectively in diverse communities. We suggest that one way to address this persistent challenge is to integrate these two lines of work. This review focuses on research related to how prospective teachers learn to connect to CMT and CFoK in mathematics instruction. We use the review to describe elements of a robust theoretical framework of prospective teacher learning about CMT and CFoK, and synthesize how the studies reviewed contribute to these different elements.
• Wood, M. B., & Turner, E. E. (2015). Bringing the teacher into teacher preparation: learning from mentor teachers in joint methods activities. Journal of Mathematics Teacher Education, 18(1), 27-51.
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  Abstract: Studies of mathematics teacher preparation frequently lament the divide between the more theoretically based university methods course and the practically grounded classroom field experience. In many instances, attempts to mediate this gap involve creating hybrid or third spaces, which seek to dissipate the differences in knowledge status as individuals from the university and from K-12 classrooms work together in support of prospective teacher (PST) learning. However, what is missing in the literature on these third-space enactments is an exploration of the contributions of different contexts (i.e., methods and the field) to PST learning and an articulation of the synergistic knowledge arising in the third space. This exploratory study draws on Lampert's three-pronged teacher-child-content model to examine the possible contributions of elementary mentor teachers (MTs) to the learning-to-teach-mathematics experiences of PSTs. More specifically, we focus on a third-space learning context in which university-based teacher educators, MTs, and PSTs collaborated to conduct and analyze task-based problem-solving interviews of elementary children. Our analysis identified ways that MTs could potentially enhanced the learning-to-teach context as well as moments when MTs' contributions introduced problematic ideas about children and teaching. Finally, we explore the benefits and complexities of leveraging these MT contributions to create a third-space learning opportunity. © 2014 Springer Science+Business Media Dordrecht.
• Roth McDuffie, A., Foote, M. Q., Bolson, C., Turner, E. E., Aguirre, J., 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.
• Turner, E. E., Drake, C., Aguirre, J., Roth McDuffie, A., Foote, M. Q., Bartell, T. G., & Bolson, C. (2014). Use of Video Analysis to Support Prospective K–8 Teachers’ Noticing of Equitable Practices. Mathematics Teacher Educator, 2(2), 33.
• Aguirre, J. M., Turner, E. E., Bartell, T. G., Kalinec-Craig, C., Foote, M. Q., McDuffie, A. R., & Drake, C. (2013). Making Connections in Practice: How Prospective Elementary Teachers Connect to Children's Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction. Journal of Teacher Education, 64(2), 178-192.
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  Abstract: 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 shown to be effective for teaching diverse groups of children. © 2012 American Association of Colleges for Teacher Education.
• Foote, M. Q., McDuffie, A. R., Turner, E. E., Aguirre, J. M., Bartell, T. G., & Drake, C. (2013). Orientations of prospective teachers toward students' family and community. Teaching and Teacher Education, 35, 126-136.
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  Abstract: Teacher educators need an awareness of orientations that prospective teachers (PSTs) hold about children's families and communities, so that they can support PSTs in developing positive perspectives and addressing deficit perspectives. Orientations expressed by 20 PSTs while in preK-8 mathematics methods courses are examined. Results from interviews indicate that PSTs recognize the importance of connecting with parents, understanding home and community practices, and building on these practices to support children's mathematical learning. They also, however, exhibit inconsistent perspectives, at times indicating a lack of understanding as to why some families appear to be less able to support students' academic efforts. © 2013 Elsevier Ltd.
• Turner, E. E., Dominguez, H., Empson, S., & Maldonado, L. A. (2013). Latino/a bilinguals and their teachers developing a shared communicative space. Educational Studies in Mathematics, 84(3), 349-370.
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  Abstract: In this study, a temporal analysis and the analytical category of intersubjectivity are used to investigate how teachers and Latino/a bilingual students constructed shared communicative spaces in group mathematical discussions in an after school mathematics program in a culturally, linguistically, and economically diverse primary school. Intersubjectivity refers to the "common ground" or "shared understandings" that participants achieve through dialogue around joint activity, such as solving and discussing mathematical problems. Understanding how participants achieve intersubjectivity in mathematical discussion requires a temporal analysis, which includes attention to how particular instances of intersubjectivity have a history in previous interactions and a future in related activity. Using two illustrative cases, this study traced the histories and futures of the students' shared understandings, or intersubjetivities, across time. Findings highlight the importance of intersubjectivity as a catalyzer of a range of linguistic, cultural, and material resources, including Spanish and English, multiple representations, gestures, revoicing, and inscriptions, to help participants to attune to one another's understandings and further their intersubjectivity. These shared understandings were sometimes facilitated by divergent interpretations or confusions that teachers and students in ethical, emotional, respectful ways managed to address. © 2013 Springer Science+Business Media Dordrecht.
• Turner, E., Dominguez, H., Maldonado, L., & Empson, S. (2013). English learners' participation in mathematical discussion: Shifting positionings and dynamic identities. Journal for Research in Mathematics Education, 44(1), 199-234.
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  Abstract: This study investigated discursive positioning moves that facilitated Latino/a English learners' (ELs) opportunities to take on agentive problem-solving roles in group mathematical discussion. A focus on mechanisms that support students' agentive participation is consistent with our view that recurrent experiences participating and being positioned in particular ways contribute to identity development. Findings suggest several ways that discursive positioning facilitated ELs' agentive participation, including via: (a) explicit statements that validated ELs' reasoning, (b) invitations to share, justify, or clarify thinking that positioned ELs as competent problem solvers, and (c) inviting peers to respond to an EL's idea in ways that positioned the idea as important and/or mathematically justified.
• Celedón-Pattichis, S., & Turner, E. E. (2012). "Explícame tu Respuesta": Supporting the Development of Mathematical Discourse in Emergent Bilingual Kindergarten Students. Bilingual Research Journal, 35(2), 197-216.
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  Abstract: This study investigated Spanish-speaking kindergarten students' participation in mathematical discourse as they solved and discussed a range of word problems. Specifically, we draw upon sociocultural perspectives on mathematics learning to frame mathematical discourse and to examine specific teacher and student actions that seemed to support the development of mathematical discourse over the course of the kindergarten year. Data sources included pre- and post-task-based clinical interview assessments and weekly (videotaped) observations of problem-solving lessons. Findings demonstrated ways that teachers supported and students appropriated discursive habits such as using more precise mathematical language, explaining solutions in ways that referenced actions on quantities in the problem, and using multiple visual representations to mediate communication. In addition, the findings point to the critical role the teacher plays in supporting the development of students' mathematical discourse. © 2012 Copyright the National Association for Bilingual Education.
• Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., 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.
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  Abstract: Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and practices that support building on children's mathematical thinking, as well as their cultural, linguistic, and community-based knowledge. This article presents a conjectured learning trajectory for prospective teachers' (PSTs') development related to integrating children's multiple mathematical knowledge bases (i. e., the understandings and experiences that have the potential to shape and support children's mathematics learning-including children's mathematical thinking, and children's cultural, home, and community-based knowledge), in mathematics instruction. Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources included beginning and end-of-semester surveys, interviews, and PSTs' written work. Our conjectured learning trajectory can serve as a tool for mathematics teacher educators and researchers as they focus on PSTs' development of equitable mathematics instruction. © 2011 Springer Science+Business Media B.V.
• Turner, E. E., & Celedón-Pattichis, S. (2011). Problem Solving and Mathematical Discourse among Latino/a Kindergarten Students: An Analysis of Opportunities to Learn.. Journal of Latinos and Education, 10(2), 146-168.
• Turner, E., Gutiérrez, R. J., & Sutton, T. (2011). Student Participation in Collective Problem Solving in an After-School Mathematics Club: Connections to Learning and Identity. Canadian Journal of Science, Mathematics and Technology Education, 11(3), 226-246.
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  Abstract: This study examined the participation of a group of middle school students in an after-school mathematics club as they worked on cryptography problems. The analysis focused on interactions characterized by collective problem-solving activity, when intellectual work was distributed and various students took on active problem-solving roles, paying particular attention to intersections between task structures and positioning moves. We found that all open-ended tasks-those tasks that afforded multiple strategies and had multiple solutions-resulted in at least some collective problem solving, though it was not always sustained (Turner, Gutiérrez, & Sutton, 2009). We also found that the task structures, in combination with interactive positioning moves by facilitators and students, served to sustain or disrupt collective problem-solving activity. © 2011 Copyright Taylor and Francis Group, LLC.
• Turner, E. E., Gutiérrez, M. V., Simic-Muller, K., & Díez-Palomar, J. (2009). "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, 11(3), 136-157.
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  Abstract: This critical ethnographic study of an after-school mathematics club for elementary-aged Latina/o youth focuses on connecting critical, community, and mathematical knowledge in the context of authentic, community-based investigations. We present cases of two extended projects to highlight tensions and dilemmas that emerged, particularly tensions related to ensuring rich mathematics in the contexts of projects that were personally and socially meaningful to the students. Our analysis offers insights into critical mathematics education with elementary aged students, and has the potential to counter dominant deficit perspectives of Latina/o youth. Additionally, the findings of this study inform critical approaches to teaching mathematics in schools attended by marginalized students in order to reverse prevalent trends of our educational system failing these students. © Taylor & Francis Group, LLC.
• Empson, S. B., & Turner, E. (2006). The emergence of multiplicative thinking in children's solutions to paper folding tasks. Journal of Mathematical Behavior, 25(1), 46-56.
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  Abstract: Although children partition by repeatedly halving easily and spontaneously as early as the age of 4, multiplicative thinking is difficult and develops over a long period in school. Given the apparently multiplicative character of repeated halving and doubling, it is natural to ask what role they might play in the development of multiplicative thinking. We investigated this question by examining children's solutions to folding tasks, which involved predicting the number of equal parts created by a succession of given folds and determining a sequence of folds to create a given number of equal parts. Analyzing a combination of cross-sectional data and case studies from standardized clinical interviews, we found that children were most successful at coordinating folding sequences with multiplicative thinking when they used a conceptualization of doubling based upon recursion. This conceptualization tended to generate more sophisticated solutions. © 2005 Elsevier Inc. All rights reserved.
• Empson, S. B., Junk, D., Dominguez, H., & Turner, E. (2006). Fractions as the coordination of multiplicatively related quantities: A cross-sectional study of children's thinking. Educational Studies in Mathematics, 63(1), 1-28.
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  Abstract: Although equal sharing problems appear to support the development of fractions as multiplicative structures, very little work has examined how children's informal solutions reflect this possibility. The primary goal of this study was to analyze children's coordination of two quantities (number of people sharing and number of things being shared) in their solutions to equal sharing problems and to see to what extent this coordination was multiplicative. A secondary goal was to document children's solutions for equal sharing problems in which the quantities had a common factor (other than 1). Data consisted of problem-solving interviews with students in 1st, 3rd, 4th, and 5th grades (n=112). We found two major categories of strategies: (a) Parts Quantities strategies and (b) Ratio Quantities strategies. Parts quantities involved children's partitions of continuous units expressed in terms of the number of pieces that would be created. Ratio quantities involved children's creation of associated sets of discrete quantities. Within these strategies, children drew upon a range of relationships among fractions, ratio, multiplication, and division to mentally or physically manipulate quantities of sharers and things to produce exhaustive and equal partitions of the items. Additionally, we observed that problems that included number combinations with common factors elicited a wider range of whole-number knowledge and operations in children's strategies and therefore appeared to support richer interconnections than problems with relatively prime or more basic number combinations. © Springer Science+Business Media, Inc. 2006.

Proceedings Publications

• Roth McDuffy, A., Foote, M., Turner, E. E., Anhalt, C. O., & Aguirre, J. (2019, July). Engaging Children’s Multiple Mathematical Knowledge Bases with Mathematics Modeling Tasks in Elementary Classrooms. In International Commission for the Study and Improvement of Mathematics Teaching (CIEAEM 71).
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  Aguirre, J., Anhalt, C., Turner, E., Foote, M., & Roth McDuffie, A. (2019). Engaging Children’s Multiple Mathematical Knowledge Bases with Mathematics Modeling Tasks in Elementary Classrooms. Proceedings from the International Commission for the Study and Improvement of Mathematics Teaching (CIEAEM 71), Braga, Portugal.
• Anhalt, C. O., & Turner, E. E. (2017, Summer). A Didactic Approach in Mathematical Modeling: Raising Critical Consciousness within Social and Culturally Relevant Contexts. In Commission for the Study and Improvement of Mathematics Teaching (CIEAEM) International Conference.
• Turner, E. E., Roth McDuffie, A., Sugimoto, A. T., & Stoehr, K. J. (2016, Fall 2016). Early Career Elementary Teachers Noticing related to Language and Mathematics. In Psychology of Mathematics Education (PME-NA 38).
• Wood, M. B., Turner, E. E., Civil, M., & Eli, J. A. (2016, November). Proceedings of the 38th Annual North American Chapter of the International Group for the Psychology of Mathematics Education. In Psychology of Mathematics Education North America.
• Mary, F., Corey, D., Amy, R. M., Turner, E. E., Julia, A., & Tonya, B. G. (2015, Summer). Teachers empowered to advance change in mathematics (TEACH MATH).. In Mathematics Education and Society, 112-116.
• Stoehr, K. J., Turner, E. E., & Sugimoto, A. T. (2015, Fall 2015). One Teacher's Understandings and Practices for Making Real-World Connections in Mathematics. In Psychology of Mathematics Education (PME-NA), 1150-1153.
• Turner, E. E., Aguirre, J., Foote, M., Bartell, T. G., Drake, C., & Roth McDuffie, A. (2015, Fall 2015). Supporting New K-8 Teachers of Mathematics to be Culturally Responsive Using a Lesson Analysis Tool. In Psychology of Mathematics Education (PME-NA), 868-871.
• Drake, C., Land, T., Roth McDuffie, A., Bartell, T. G., Turner, E. E., Aguirre, J., & Foote, M. Q. (2013, October 2013). Identifying curriculum spaces for connecting to children's multiple mathematical knowledge bases in elementary mathematics.. In In M. Martinez & A. Castro Superfine (Eds.) Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.
• Foote, M. Q., Roth McDuffie, A., Turner, E. E., Aguirre, J., Bartell, T. G., & Drake, C. (2012, October 2012). Prospective teachers’ perceptions, beliefs, and dispositions toward students’ family, community, and culture.. In North American Chapter of the International Group for the Psychology of Mathematics Education., 605-612.

Presentations

• Anhalt, C. O., Turner, E. E., & Aguirre, J. (2020, February). Mathematical Modeling in K-12 Mathematics Teacher Preparation,. Association of Mathematics Teacher Educators (AMTE) Annual Conference. Phoenix, AZ: AMTE.
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  Aguirre, J., Turner, E., & Anhalt, C. Mathematical Modeling in K-12 Mathematics Teacher Preparation, Association of Mathematics Teacher Educators (AMTE), February 2020, Pheonix, AZ.
• Turner, E. E., Aguirre, J. M., & Anhalt, C. O. (2020, February). Mathematical Modeling with Cultural and Community Contexts, Panel: Advocacy and Emerging Issues Breakfast. Association of Mathematics Teacher Educators. Phoenix, AZ: AMTE.
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  Anhalt, C., Aguirre, J., Turner, E. Mathematical Modeling with Cultural and Community Contexts, Panel: Advocacy and Emerging Issues Breakfast, AMTE Annual National Conference, Phoenix, AZ, February 7, 2020.
• Anhalt, C. O., Roth McDuffie, A., Foote, M., Aguirre, J. M., & Turner, E. E. (2019, February). Mathematical modeling in cultural and community contexts with elementary teachers and students grades 3-5,. Association of Mathematics Teacher Educators (AMTE). Orlando, FL.
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  Turner, E., Aguirre, J., Foote, M., Roth McDuffie, A. & Anhalt, C. Mathematical modeling in cultural and community contexts with elementary teachers and students grades 3-5, Association of Mathematics Teacher Educators (AMTE), February 2019, Orlando, FL.
• Anhalt, C. O., Seshaiyer, P., Turner, E. E., Jamieson, S., Roth McDuffie, A., Wickstrom, M., Levy, R., Carlson, M. A., Matson, K., & Suh, J. (2018, November). Exploring the Nature of Mathematical Modeling in the Early Grades, Working Group. North American Chapter of the International Group of the Psychology of Mathematics Education. Greenville, SC.
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  Suh, J., Matson, K., Carlson, M.A., Levy, R, Wickstrom, M., Roth McDuffie, A., Jamieson, S., Turner, E., Seshaiyer, P. & Anhalt, C. Exploring the Nature of Mathematical Modeling in the Early Grades, Working Group, North American Chapter of the International Group of the Psychology of Mathematics Education, Greenville, SC, November 15-17, 2018.
• Civil, M., Amy, R. M., Foote, M., Aguirre, J., Turner, E. E., & Anhalt, C. O. (2018, June). The Price of Guacamole: Designing Rigorous and Relevant Mathematical Modeling Tasks that Build on the Strengths of Community and Cultural Contexts. TODOS: Mathematics for ALL. Scottsdale, AZ: TODOS: Mathematics for ALL Organization.
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  Anhalt, C., Turner, E., Aguirre, J., Foote, M., Roth McDuffie, Amy, Civil. M. The Price of Guacamole: Designing Rigorous and Relevant Mathematical Modeling Tasks that Build on the Strengths of Community and Cultural Contexts. TODOS: Mathematics for ALL Conference, Scottsdale, AZ June 21-23, 2018.
• Been, A. L., Anhalt, C. O., & Turner, E. E. (2016, Jan 2016). Mathematical Modeling in the Middle Grades. MEAD: Mathematics Educator Appreciation Day. Tucson, AZ: Center for Recruitment and Retention, University of Arizona.
• Roth McDuffie, A., Drake, C., Foote, M., Turner, E. E., Aguirre, J., & Bartell, T. G. (2016, Jan 2016). Instructional Modules for K-8 Mathematics Methods with a Focus on Equitable Practices. AMTE: Association for Mathematics Teacher Educators. Irvine, CA: AMTE: Association of Mathematics Teacher Educators.
• Amy, R. M., Turner, E. E., Stoehr, K. J., Sugimoto, A. T., & Angela, W. (2015, Spring 2015). Leveraging multiple mathematical knowledge bases in the first and second years of full time teaching. American Educational Research Association, Chicago, IL.. Chicago, IL: AERA.
• Kinser-Traut, J., & Turner, E. E. (2015, Spring 2015). Authorizing and Empowering Students' Mathematical Learning: One Teacher's Journey. AMTE: Association of Mathematics Teacher Educators. Orlando, FL: AMTE: Association of Mathematics Teacher Educators.
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  NOTE: I supported Jennifer in the preparation and planning of this presentation, but Jennifer presented this work on her own.
• Aguirre, J., Foote, M., Turner, E. E., Bartell, T. G., Drake, C., & Roth McDuffie, A. (2014, April 2014). Preparing prospective K-8 mathematics teachers to support English language learners: Utilizing mathematics learning case studies.. In K. Gomez (Chair), Creating contexts of pedagogical and curricular support for non-English background students in mathematics and science. Presentation as part of a symposium at the annual meeting of the American Educational Research Association,. Philadelphia, PA..
• Foote, M. Q., Turner, E. E., Stoehr, K., Bartell, T. G., Drake, C., Roth McDuffie, A., & Aguirre, J. (2014, April 2014). Using students’ experiences in mathematics lessons.. In A. Wager (Chair), Centering instruction on students: Mathematics teacher education for equity. Presentation as part of a symposium at the annual research conference of the National Council of Teachers of Mathematics, New Orleans, LA.. New Orleans, LA: AERA.
• Roth McDuffie, A., Foote, M. Q., Drake, C., Turner, E. E., Aguirre, J., & Bartell, T. G. (2014, February 2014). Enacting video analysis to develop PSTs’ noticing and focus on equity: MTE decisions and moves.. Presentation at the annual meeting of the Association of Mathematics Teacher Educators, Irvine, CA..
• Bartell, T. G., Foote, M., Roth McDuffie, A., Turner, E. E., Aguirre, J., & Drake, C. (2013, April 2013). Developing teachers of Black children: (Re)orienting thinking in an elementary mathematics methods course.. AERA. In D. Stinson (Chair), Moving beyond the numbers of aggregated “achievement gap” data and toward new discourse about Black children and mathematics.. San Francisco, CA: AERA.
• Doyle, W., Gunckel, K. L., Wood, M. B., & Turner, E. E. (2013, September). Blending pedagogical theory and practice in preservice science teacher education. Paper presented at the 10th Biannual Conference of the European Science Education Research Association. Nicosia, Cyprus.
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  University of ArizonaDespite decades of determined effort, the models of ambitious, inquiry-oriented science teaching promoted in university-based teacher education courses often do not make the transition to the actual classroom practices of preservice and beginning teachers. The work reported in this paper is drawn from the Beyond Bridging project currently underway at The University of Arizona (USA) and sponsored by a grant from the National Science Foundation. A fundamental premise of this project was that overcoming the disconnection between methods instruction and classroom practice is a bridging design problem, that is, structures and experiences can be invented to blend these realms. We initiated, therefore, a design study to learn more about how the distance between course and classroom could be reconfigured and how we could support the preservice teachers’ journey better to help insure that what they were learning in their methods classrooms could be situated and utilized in their classroom placements. This paper is a summary report of our experience to date in (a) understanding the complex dynamics that separate methods and classrooms and (b) designing and testing elements that promise to integrate the two domains.
• Roth McDuffie, A., Foote, M., Aguirre, J., Bartell, T., Drake, C., & Turner, E. E. (2013, April 2013). Prospective elementary and middle school mathematics teachers’ perceptions and beliefs about students’ family and community. Poster presentation at the annual meeting of the American Educational Research Association, San Francisco, CA.. San Francisco, CA: AERA.
• Roth McDuffie, A., Foote, M., Bolson, C., Drake, C., Turner, E. E., Aguirre, J., & Bartell, T. (2013, April 2013). Prospective K-8 teachers’ noticing of students’ mathematical knowledge bases using video case analysis.. AERAIn A. Wager (Chair), Teacher noticing of equity in mathematics. Paper presented as part of a symposium at the annual meeting of the American Educational Research Association, San Francisco, CA.. San Francisco, CA: AERA.
• Turner, E. E., & Blackburn, C. (2013, April 2013). Preservice and Mentor Teachers Perspectives on Joint Learning Spaces.. AERA In H. Feathersone (Chair), Realizing Third Spaces in Teacher Education. Symposium accepted for presentation at the annual meeting of the American Educational Research Association, San Francisco, CA.. San Francisco, CA.
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  In H. Feathersone (Chair), Realizing Third Spaces in Teacher Education. Symposium accepted for presentation at the annual meeting of the American Educational Research Association, San Francisco, CA.
• Turner, E. E., Foote, M., Stoehr, K., Roth McDuffie, A., Aguirre, J., Bartell, T. G., & Drake, C. (2013, April 2013). Preservice teachers leveraging children’s multiple mathematical knowledge bases.. NCTM. Paper presented at the research pre-session of the annual meeting of the National Council of Teachers of Mathematics, Denver, CO.. Denver, CO: NCTM.
• Doyle, W., Gunckel, K. L., Wood, M. B., & Turner, E. E. (2012, April). Mapping the discourses of practice. In W. Doyle (Chair), Understanding and supporting teaching practice: Multiple perspectives.. Paper presented at the 92nd Annual Meeting of the American Educational Research Association. Vancouver, British Columbia, Canada.
• Wood, M. B., Turner, E. E., Koestler, C. A., & Civil, M. (2012, February). Experiences, Explanations, and Third Spaces: A New Model for Pre-Service Elementary Mathematics Teacher Education. 16th Annual Association of Mathematics Teacher Educators Conference. Fort Worth, TX: Association of Mathematics Teacher Educators.